Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting edge research on culture and learning to explore, in depth, the impact of a student s cultural background on their experience in a classroom. Traditionally, culture has been conceptualized in two distinct ways in educational settings: under the first model, culture is seen as an inherent marker of student identity, which either impedes or encourages educational success. In contrast, a second body of work envisions culture as a set of social practices, where the relation between culture and learning becomes highly theoretical, with research focused primarily on the role of social context in learning.

By placing these two models in dialogue, the editors of this volume synthesize contemporary research to elaborate a new vision of the cultural nature of learning, moving beyond summary to actually reshape the field such that studies of culture in the learning sciences and studies of equity of educational outcomes are joined.

Major topics addressed will include: language, tools, and mediation in learning; environments and settings of learning; methodological implications and innovations; and policy implications of a science of learning that places culture at its core. With the recent, increased focus on culture and equity within the educational research community more generally, this volume thus presents a sweeping, innovative treatment of what has become one of the field s most timely and relevant topics.
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Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting edge research on culture and learning to explore, in depth, the impact of a student s cultural background on their experience in a classroom. Traditionally, culture has been conceptualized in two distinct ways in educational settings: under the first model, culture is seen as an inherent marker of student identity, which either impedes or encourages educational success. In contrast, a second body of work envisions culture as a set of social practices, where the relation between culture and learning becomes highly theoretical, with research focused primarily on the role of social context in learning.

By placing these two models in dialogue, the editors of this volume synthesize contemporary research to elaborate a new vision of the cultural nature of learning, moving beyond summary to actually reshape the field such that studies of culture in the learning sciences and studies of equity of educational outcomes are joined.

Major topics addressed will include: language, tools, and mediation in learning; environments and settings of learning; methodological implications and innovations; and policy implications of a science of learning that places culture at its core. With the recent, increased focus on culture and equity within the educational research community more generally, this volume thus presents a sweeping, innovative treatment of what has become one of the field s most timely and relevant topics.
"

As students navigate learning and begin to establish a sense of self, local surroundings can have a major influence on the range of choices they make about who they are and who they want to be. This book investigates how various constructions of identity can influence educational achievement for African American students, both within and outside school.
Unique in its attention to the challenges that social and educational stratification pose, as well as to the opportunities that extracurricular activities can offer for African American students' access to learning, this book brings a deeper understanding of the local and fluid aspects of academic, racial, and ethnic identities. Exploring agency, personal sense-making, and social processes, this book contributes a strong new voice to the growing conversation on the relationship between identity and achievement for African American youth.

As students navigate learning and begin to establish a sense of self, local surroundings can have a major influence on the range of choices they make about who they are and who they want to be. This book investigates how various constructions of identity can influence educational achievement for African American students, both within and outside school.
Unique in its attention to the challenges that social and educational stratification pose, as well as to the opportunities that extracurricular activities can offer for African American students' access to learning, this book brings a deeper understanding of the local and fluid aspects of academic, racial, and ethnic identities. Exploring agency, personal sense-making, and social processes, this book contributes a strong new voice to the growing conversation on the relationship between identity and achievement for African American youth.

This book chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District that created an environment with high expectations for the engagement and achievement of Black boys. The text features reflection chapters by leading experts on Black male achievement, including Tyrone Howard and Pedro Noguera.

In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards.