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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.
Of late, leadership has come to include individuals in elementary,
secondary and tertiary institutions who do not necessarily carry
leadership titles. Faculty in preK-16 institutions, along with
other staff and community people, have increasingly begun to take
on leadership responsibilities as shared leadership is articulated
and practiced more and more in education. This volume focuses on
educational leadership--broadly defined. More specifically,
following several research-based thought pieces in which the
authors define and discuss this new conception of leadership,
contributors offer preK-16 case study illustrations of this recent
conception of educational leadership. Readers will use this
casebook as a foundational text for courses in teacher education,
educational leadership, business and higher education. It includes
detailed chapters focused on teacher leadership, principal
leadership and higher educational leadership.
The first-ever study of African American giftedness at the
collegiate level, focusing on two extraordinary case studies. At a
time when so many studies of African American students focus on the
factors of failure, Academically Gifted African American Male
College Students fills a conspicuous void in the research
literature on post-secondary education by focusing on success. Like
no other work before it, this remarkable study goes deep inside the
experiences of academically gifted African American men who
successfully navigate their way through rigorous college-level
programs. At the heart of the unique and long overdue work are two
real-life stories of African American male students: one at a
Historically Black College and University (HBCU) and the other at a
Traditionally White Institution (TWI). In presenting, comparing,
and contrasting these two cases, the book identifies a number of
personal characteristics and institutional approaches driving their
notable achievements. The result is a guidebook both for gifted
African American male students and for the institutions looking to
strengthen their support for them—particularly in science,
technology, engineering, and mathematics (STEM) disciplines.
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 groundbreaking study fills a significant gap in educational
research literature as it explores the problem of persistent and
pervasive underachievement by African-American students in the
public schools of the United States. Teacher quality, school
resources, socio-economic status of students, cultural relevance of
curriculum, and school leadership are a few of the factors that
contribute to achievement or the lack of it by these students.
Lomotey focuses on the impact of the African-American principal's
leadership, its effect on the academic achievement of
African-American students, and the day-to-day activities associated
with school leadership. An early chapter reviews relevant research
focusing on the connection between principal leadership and
academic achievement in general. The extracted recurring qualities
then form the basis for exploring whether African-American
principals in more successful African-American schools possess the
specific qualities suggested by the research. Lomotey finds that
three additional and important characteristics are shared by his
sample of principals: a deep commitment to the education of
African-American children; a strong compassion for and
understanding of both their students and the local community; and a
sincere confidence in the ability of all African-American children
to learn. The text is enhanced by two dozen tables that present the
information discussed. An early chapter details the study's
methodology with an overview and discussion of sampling and
measurement procedures. Useful to students of educational
administration, African American Principals: School Leadership and
Success will also be of value in courses focusing on urban studies,
school effectiveness, and school leadership. Black Studies programs
addressing African-American education in America will find this a
most necessary text. African-American educators--scholars and
practitioners--as well as parents, community leaders, and other lay
people will profit from the up-to-the-minute insights presented
here.
This volume brings together leading scholars and practitioners to
address the theory and practice of African-centered education. The
contributors provide (1) perspectives on the history, methods,
successes and challenges of African-centered education, (2)
discussions of the efforts that are being made to counter the
miseducation of Black children, and (3) prescriptions for-and
analyses of-the way forward for Black children and Black
communities. The authors argue that Black children need an
education that moves them toward leading and taking agency within
their own communities. They address several areas that capture the
essence of what African-centered education is, how it works, and
why it is a critical imperative at this moment. Those areas include
historical analyses of African-centered education; parental
perspectives; strategies for working with Black children;
African-centered culture, science and STEM; culturally responsive
curriculum and instruction; and culturally responsive resources for
teachers and school leaders.
Of late, leadership has come to include individuals in elementary,
secondary and tertiary institutions who do not necessarily carry
leadership titles. Faculty in preK-16 institutions, along with
other staff and community people, have increasingly begun to take
on leadership responsibilities as shared leadership is articulated
and practiced more and more in education. This volume focuses on
educational leadership--broadly defined. More specifically,
following several research-based thought pieces in which the
authors define and discuss this new conception of leadership,
contributors offer preK-16 case study illustrations of this recent
conception of educational leadership. Readers will use this
casebook as a foundational text for courses in teacher education,
educational leadership, business and higher education. It includes
detailed chapters focused on teacher leadership, principal
leadership and higher educational leadership.
This volume brings together leading scholars and practitioners to
address the theory and practice of African-centered education. The
contributors provide (1) perspectives on the history, methods,
successes and challenges of African-centered education, (2)
discussions of the efforts that are being made to counter the
miseducation of Black children, and (3) prescriptions for-and
analyses of-the way forward for Black children and Black
communities. The authors argue that Black children need an
education that moves them toward leading and taking agency within
their own communities. They address several areas that capture the
essence of what African-centered education is, how it works, and
why it is a critical imperative at this moment. Those areas include
historical analyses of African-centered education; parental
perspectives; strategies for working with Black children;
African-centered culture, science and STEM; culturally responsive
curriculum and instruction; and culturally responsive resources for
teachers and school leaders.
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People of Color in the United States [4 volumes] - Contemporary Issues in Education, Work, Communities, Health, and Immigration (Hardcover)
Kofi Lomotey, Pamela Braboy Jackson, Muna Adem, Paulina X. Ruf, Valire Carr Copeland, …
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R11,849
Discovery Miles 118 490
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Ships in 12 - 17 working days
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This expansive, four-volume ready-reference work offers critical
coverage of contemporary issues that impact people of color in the
United States, ranging from education and employment to health and
wellness and immigration. People of Color in the United States:
Contemporary Issues in Education, Work, Communities, Health, and
Immigration examines a wide range of issues that affect people of
color in America today, covering education, employment, health, and
immigration. Edited by experts in the field, this set supplies
current information that meets a variety of course standards in
four volumes. Volume 1 covers education grades K-12 and higher
education; volume 2 addresses employment, housing, family, and
community; volume 3 examines health and wellness; and volume 4
covers immigration. The content will enable students to better
understand the experiences of racial and ethnic minorities as well
as current social issues and policy. The content is written to be
accessible to a wide range of readers and to provide
ready-reference content for courses in history, sociology,
psychology, geography, and economics, as well as curricula that
address immigration, urbanization and industrialization, and
contemporary American society. Offers comprehensive coverage of
contemporary issues for people of color in the United States that
meets the needs of secondary librarians, teachers, and students for
a variety of classes and standards Presents A-Z entries within four
broad themes that explore the social and economic issues that will
support readers' understanding of the experiences of people of
color in the United States Includes debate essays highlighting a
variety of viewpoints on key issues from scholars that provide
readers with models of critical thinking Contains up-to-date
information appropriate for classes on history, sociology,
psychology, geography, economics, urbanization, immigration and
industrialization, and contemporary American society
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