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It is not that public schools don't know the importance of
technology integration, it's the barriers to integrating that
result in schools not having the latest, greatest, or fastest
technology for their students. This book not only addresses these
barriers, but offers researched solutions that are of low to no
cost.
It is not that public schools don't know the importance of
technology integration, it's the barriers to integrating that
result in schools not having the latest, greatest, or fastest
technology for their students. This book not only addresses these
barriers, but offers researched solutions that are of low to no
cost.
The achievement gap is one of the most talked about issues in U.S.
education. It shows up in grades, standardized test scores, course
selection, dropout rates, and college completion. This book argues
that the focus on the gap is misplaced. Today, we need to look at
the societal factors that have accumulated over time and have
resulted in poverty level pay for teachers, lack of resources in
out poorest schools and an abundance of children entering our
schools unprepared. Dr. Wages has written a detailed, well
documented book that can serve as an informative resource to create
an awareness of the multidimensional and complex issues of poverty.
The achievement gap is one of the most talked about issues in U.S.
education. It shows up in grades, standardized test scores, course
selection, dropout rates, and college completion. This book argues
that the focus on the gap is misplaced. Today, we need to look at
the societal factors that have accumulated over time and have
resulted in poverty level pay for teachers, lack of resources in
out poorest schools and an abundance of children entering our
schools unprepared. Dr. Wages has written a detailed, well
documented book that can serve as an informative resource to create
an awareness of the multidimensional and complex issues of poverty.
Every public school student in the U.S. will experience various
types of testing each year. For decades, the purpose and quality of
such testing, the time it takes to administer and take the test and
how the data is used are the topic of discussion among students,
parents, educators and policymakers. Those supporting the
importance of testing assume that more assessment improves student
achievement and that the pros of testing outweigh their
'perceptions' of the additional costs. Those against excessive
testing, believe that schools are sacrificing learning time in
order to test or prepare for the test. They also believe that
reduced learning time of non -tested subjects occurs and more time
is given to those students that are performing right below the
proficiency score or "bubble kids" instead of developing every
student's full potential. Testing in U.S. public schools is out of
control. The stress and pressures for all involved have effects
that are not even measurable in most instances. Is this really the
best thing for our schools? Are there alternative measures that may
serve our future in a better way? Will the rewrite of NCLB be
enough?
Every public school student in the U.S. will experience various
types of testing each year. For decades, the purpose and quality of
such testing, the time it takes to administer and take the test and
how the data is used are the topic of discussion among students,
parents, educators and policymakers. Those supporting the
importance of testing assume that more assessment improves student
achievement and that the pros of testing outweigh their
'perceptions' of the additional costs. Those against excessive
testing, believe that schools are sacrificing learning time in
order to test or prepare for the test. They also believe that
reduced learning time of non -tested subjects occurs and more time
is given to those students that are performing right below the
proficiency score or "bubble kids" instead of developing every
student's full potential. Testing in U.S. public schools is out of
control. The stress and pressures for all involved have effects
that are not even measureable in most instances. Is this really the
best thing for our schools? Are there alternative measures that may
serve our future in a better way? Will the rewrite of NCLB be
enough?
In today's economy, where getting a good education has never been
more important and school resources are stretched beyond points
that most of us can remember, it is imperative that parents be
fully engaged in their child's education, both at home and at
school. Parents play an integral role regardless of their ability
to assist their children in specific subject areas or skills by
encouraging their student to promote competence, control, and
positive attitudes towards academics. Whether you are an educator
or a parent, this book discusses barriers and methods to overcome
them in order to build parental awarenesss while partnering with
effective school communication to better become involved in the
learning of their children.
Most changes in education-including the rise of standardized
testing, holding teachers accountable for their students' academic
performance, and rewriting math and reading standards-don't address
poverty. Understanding the relationship between poverty, class, and
education for decades has been framed through studies on the
behavior and culture of poor students and their families. Educators
are caught up in the history of classism and are often guilty of
buying into the mindset-including the implementation of activities
and strategies for working with 'parents' in poverty or 'students'
in poverty-that leads them to believe in the need to 'fix' the poor
instead of eliminating the inequities that oppress them. So it is
not just one or the other; nature or nurture, poor or not poor.
Poverty is a potential outcome for all of us. Culture, Poverty, and
Education: What's Happening in Today's Schools? is intended to not
only discuss 5 myths about the culture of poverty and its effects
on education, but provide some resources on alternatives for
educator's to better address this growing barrier to student
achievement in today's schools.
Most changes in education-including the rise of standardized
testing, holding teachers accountable for their students' academic
performance, and rewriting math and reading standards-don't address
poverty. Understanding the relationship between poverty, class, and
education for decades has been framed through studies on the
behavior and culture of poor students and their families. Educators
are caught up in the history of classism and are often guilty of
buying into the mindset-including the implementation of activities
and strategies for working with 'parents' in poverty or 'students'
in poverty-that leads them to believe in the need to 'fix' the poor
instead of eliminating the inequities that oppress them. So it is
not just one or the other; nature or nurture, poor or not poor.
Poverty is a potential outcome for all of us. Culture, Poverty, and
Education: What's Happening in Today's Schools? is intended to not
only discuss 5 myths about the culture of poverty and its effects
on education, but provide some resources on alternatives for
educator's to better address this growing barrier to student
achievement in today's schools.
With so much cultural mixing in today's classrooms, teachers no
longer have a choice as to whether they want to interact with
diversity or not. It is imperative that educators become culturally
competent. By studying the cultural backgrounds of their students,
teachers can learn to avoid some of the problems that surface each
day in the public school classroom. Today's classrooms are
extremely diverse and many educators are not prepared for the
increasing need for culturally responsive teaching. Creating
Culturally Responsive Schools: One Classroom at a Time strives to
help teachers discover not only what it means to be a culturally
responsive educator, but also how to strengthen a schools' staff in
cultural awareness, respect, and value and how to use this
knowledge to increase all student achievement. Each chapter is
self-sufficient allowing the reader to utilize only those parts of
the book needed. This is an invaluable educator resource addressing
current classroom demographics.
Every year a new group of students walks through the classroom door
and the question arises: what can I do differently to better help
my Hispanic students? This is one of the most fundamental questions
every teacher must ask. The reason being, quite simply, that the
percentage of Hispanic students in U.S. classrooms is increasing
dramatically each year. In the past, education's overall approach
was to let Hispanic learners simply adapt to the typical U.S.,
Anglo-dominated classroom culture. The expectation was they would
acclimate themselves to the current norms. In fact, it was almost
as if there was an unspoken rule that it was the student's
responsibility to figure out how to fit in. If, arguably, that
indeed was the situation, it is certainly no longer true. Given the
seismic shift in percentages, it's time for schools and teachers to
proactively develop learning environments that will support these
students in the best possible way. In Engaging The Hispanic
Learner, Dr. Michele Wages helps education take an enormous step
forward in addressing this increasingly complex issue. The research
she cites is almost shockingly compelling. After reading this book
there should be no doubt in anyone's mind that the issue is real,
the issue is important, and that successfully dealing with
it-soon-is critical.
Every year a new group of students walks through the classroom door
and the question arises: what can I do differently to better help
my Hispanic students? This is one of the most fundamental questions
every teacher must ask. The reason being, quite simply, that the
percentage of Hispanic students in U.S. classrooms is increasing
dramatically each year. In the past, education's overall approach
was to let Hispanic learners simply adapt to the typical U.S.,
Anglo-dominated classroom culture. The expectation was they would
acclimate themselves to the current norms. In fact, it was almost
as if there was an unspoken rule that it was the student's
responsibility to figure out how to fit in. If, arguably, that
indeed was the situation, it is certainly no longer true. Given the
seismic shift in percentages, it's time for schools and teachers to
proactively develop learning environments that will support these
students in the best possible way. In Engaging The Hispanic
Learner, Dr. Michele Wages helps education take an enormous step
forward in addressing this increasingly complex issue. The research
she cites is almost shockingly compelling. After reading this book
there should be no doubt in anyone's mind that the issue is real,
the issue is important, and that successfully dealing with
it-soon-is critical.
With so much cultural mixing in today's classrooms, teachers no
longer have a choice as to whether they want to interact with
diversity or not. It is imperative that educators become culturally
competent. By studying the cultural backgrounds of their students,
teachers can learn to avoid some of the problems that surface each
day in the public school classroom. Today's classrooms are
extremely diverse and many educators are not prepared for the
increasing need for culturally responsive teaching. Creating
Culturally Responsive Schools: One Classroom at a Time strives to
help teachers discover not only what it means to be a culturally
responsive educator, but also how to strengthen a schools' staff in
cultural awareness, respect, and value and how to use this
knowledge to increase all student achievement. Each chapter is
self-sufficient allowing the reader to utilize only those parts of
the book needed. This is an invaluable educator resource addressing
current classroom demographics.
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