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This second edition of the Handbook of Urban Education offers a
fresh, fluid, and diverse range of perspectives from which the
authors describe, analyze, and offer recommendations for urban
education in the US. Each of the seven sections includes an
introduction, providing an overview and contextualization of the
contents. In addition, there are discussion questions at the
conclusion of many of the 31 chapters. The seven sections in this
edition of the Handbook include: (1) Multidisciplinary Perspectives
(e.g., economics, health sciences, sociology, and human
development); (2) Policy and Leadership; (3) Teacher Education and
Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6)
Parents, Families, and Communities; and (7) School Closures,
Gentrification, and Youth Voice and Innovations. Chapters are
written by leaders in the field of urban education, and there are
27 new authors in this edition of the Handbook. The book covers a
wide and deep range of the landscape of urban education. It is a
powerful and accessible introduction to the field of urban
education for researchers, theorists, policymakers and
practitioners as well as a critical call for the future of the
field for those more seasoned in the field.
This second edition of the Handbook of Urban Education offers a
fresh, fluid, and diverse range of perspectives from which the
authors describe, analyze, and offer recommendations for urban
education in the US. Each of the seven sections includes an
introduction, providing an overview and contextualization of the
contents. In addition, there are discussion questions at the
conclusion of many of the 31 chapters. The seven sections in this
edition of the Handbook include: (1) Multidisciplinary Perspectives
(e.g., economics, health sciences, sociology, and human
development); (2) Policy and Leadership; (3) Teacher Education and
Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6)
Parents, Families, and Communities; and (7) School Closures,
Gentrification, and Youth Voice and Innovations. Chapters are
written by leaders in the field of urban education, and there are
27 new authors in this edition of the Handbook. The book covers a
wide and deep range of the landscape of urban education. It is a
powerful and accessible introduction to the field of urban
education for researchers, theorists, policymakers and
practitioners as well as a critical call for the future of the
field for those more seasoned in the field.
In this incisive and practical book, H. Richard Milner IV provides
educators with a crucial understanding of how to teach students of
color who live in poverty. Milner looks carefully at the
circumstances of these students' lives and describes how those
circumstances profoundly affect their experiences within schools
and classrooms. In a series of detailed chapters, Milner proposes
effective practices-at the district and school levels, and in
individual classrooms-for school leaders and teachers who are
committed to creating the best educational opportunities for these
students. Building on established literature, new research, and a
number of revelatory case studies, Milner casts essential light on
the experiences of students and their families living in poverty,
while pointing to educational strategies that are shaped with these
students' unique circumstances in mind. Milner's astute and nuanced
account will fundamentally change how school leaders and teachers
think about race and poverty-and how they can best serve these
students in their schools and classrooms.
In the thoroughly revised second edition of Start Where You Are,
But Don't Stay There, H. Richard Milner IV addresses the knowledge
and insights required on the part of teachers and school leaders to
serve students of color. Milner focuses on a crucial issue in
teacher training and professional education: the need to prepare
teachers for the racially diverse student populations in their
classrooms. The book, anchored in real world experiences, centers
on case studies that exemplify the challenges, pitfalls, and
opportunities facing teachers in diverse classrooms. The case
studies- of teachers in urban and suburban settings- are presented
amid current discussions about race and teaching. In addition, the
second edition includes a new chapter dedicated to opportunity gaps
in education and an expanded discussion of how Opportunity Centered
Teaching can address these gaps. Start Where You Are, But Don't
Stay There strives to help educators in the fight for social
justice, equity, inclusion, and transformation for all students. It
is a book urgently needed in today's increasingly diverse
classrooms.
In this incisive and practical book, H. Richard Milner IV provides
educators with a crucial understanding of how to teach students of
color who live in poverty. Milner looks carefully at the
circumstances of these students' lives and describes how those
circumstances profoundly affect their experiences within schools
and classrooms. In a series of detailed chapters, Milner proposes
effective practices-at the district and school levels, and in
individual classrooms-for school leaders and teachers who are
committed to creating the best educational opportunities for these
students. Building on established literature, new research, and a
number of revelatory case studies, Milner casts essential light on
the experiences of students and their families living in poverty,
while pointing to educational strategies that are shaped with these
students' unique circumstances in mind. Milner's astute and nuanced
account will fundamentally change how school leaders and teachers
think about race and poverty-and how they can best serve these
students in their schools and classrooms.
Through eight compelling stories of restorative literacies, Wolter
explores the complex relationships among cognition, metacognition,
identity, behavior in schools, and literacies. Based on the
principles of restorative justice, restorative literacies are
designed to help educators repair harm, restore relationships, and
expand the concept of literacy for some of our most disenfranchised
and disengaged students. Restorative literacies are not just about
growing readers and writers per se. They are about creating a
community of care that involves students, teachers, administrators,
and families so that all students experience racially, culturally,
linguistically, and economically responsive instruction in multiple
forms of literacies. Drawing on the author's rich experiences
cultivating a love of reading among her students and studying the
practices of other educators, Restorative Literacies advances a
provocative set of examples about centering the voice and stories
of people in our quest to humanize and reimagine how we care for,
about, and with others.Book Features: Presents a literacy model of
restorative justice that includes participation from teachers,
principals, administrators, and parents. Contains engaging
narratives from elementary and secondary schools to illustrate
concepts and strategies. Explores compassionate listening as a
conscious process of assuring that all involved are fully heard, a
skill that requires removing assumptions, judgement, and bias.
Identifies practices that take a positive view of learners, as
opposed to referring students to special education. Uses
restoration as an alternative to pushout practices that are
designed to control students and often prevent them from reaching
their capacity.
Through eight compelling stories of restorative literacies, Wolter
explores the complex relationships among cognition, metacognition,
identity, behavior in schools, and literacies. Based on the
principles of restorative justice, restorative literacies are
designed to help educators repair harm, restore relationships, and
expand the concept of literacy for some of our most disenfranchised
and disengaged students. Restorative literacies are not just about
growing readers and writers per se. They are about creating a
community of care that involves students, teachers, administrators,
and families so that all students experience racially, culturally,
linguistically, and economically responsive instruction in multiple
forms of literacies. Drawing on the author's rich experiences
cultivating a love of reading among her students and studying the
practices of other educators, Restorative Literacies advances a
provocative set of examples about centering the voice and stories
of people in our quest to humanize and reimagine how we care for,
about, and with others.Book Features: Presents a literacy model of
restorative justice that includes participation from teachers,
principals, administrators, and parents. Contains engaging
narratives from elementary and secondary schools to illustrate
concepts and strategies. Explores compassionate listening as a
conscious process of assuring that all involved are fully heard, a
skill that requires removing assumptions, judgement, and bias.
Identifies practices that take a positive view of learners, as
opposed to referring students to special education. Uses
restoration as an alternative to pushout practices that are
designed to control students and often prevent them from reaching
their capacity.
Start Where You Are, But Don't Stay There addresses a crucial issue
in teacher training and professional education: the need to prepare
pre-service and in-service teachers for the racially diverse
student populations in their classrooms. A down-to-earth book, it
aims to help practitioners develop insights and skills for
successfully educating diverse student bodies. The book centers on
case studies that exemplify the challenges, pitfalls, and
opportunities facing teachers in diverse classrooms. These case
studies-of white and African American teachers working (and
preparing to work) in urban and suburban settings-are presented
amid more general discussions about race and teaching in
contemporary schools. Informing these discussions and the cases
themselves is their persistent attention to opportunity gaps that
need to be fully grasped by teachers who aim to understand and
promote the success of students of greatly varying backgrounds.
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