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This volume highlights approaches to closing the achievement gap
for students of color across K-12 and post-secondary schooling. It
uniquely examines factors outside the classroom to consider how
these influence student identity and academic performance. Teaching
to Close the Achievement Gap for Students of Color offers
wide-ranging chapters that explore non-curricular issues including
trauma, family background, restorative justice, refugee
experiences, and sport as determinants of student and teacher
experiences in the classroom. Through rigorous empirical and
theoretical engagement, chapters identify culturally responsive
strategies for supporting students as they navigate formal and
informal educational opportunities and overcome intersectional
barriers to success. In particular, chapters highlight how these
approaches can be nurtured through teacher education, effective
educational leadership, and engagement across the wider community.
This insightful collection will be of interest to researchers,
scholars, and post-graduate students in the fields of teacher
education, sociology of education, and educational leadership.
This volume highlights approaches to closing the achievement gap
for students of color across K-12 and post-secondary schooling. It
uniquely examines factors outside the classroom to consider how
these influence student identity and academic performance. Teaching
to Close the Achievement Gap for Students of Color offers
wide-ranging chapters that explore non-curricular issues including
trauma, family background, restorative justice, refugee
experiences, and sport as determinants of student and teacher
experiences in the classroom. Through rigorous empirical and
theoretical engagement, chapters identify culturally responsive
strategies for supporting students as they navigate formal and
informal educational opportunities and overcome intersectional
barriers to success. In particular, chapters highlight how these
approaches can be nurtured through teacher education, effective
educational leadership, and engagement across the wider community.
This insightful collection will be of interest to researchers,
scholars, and post-graduate students in the fields of teacher
education, sociology of education, and educational leadership.
This is the first international handbook on Black community mental
health, focussing on key issues including stereotypes in Mental
health, misdiagnoses, and inequalities/discrimination around
access, services and provisions. Making use of a cultural
competence framework throughout, the book covers many of the
classic mental health/developmental areas such as schizophrenia,
mental health disorders, ASD and ADHD, but it also looks at more
controversial areas in mental health, like inequalities, racism and
discrimination both in practice and in graduate school training and
the supervisory experiences of black students in universities.
Unique among traditional academic texts addressing mental health,
the book presents rich personal accounts from Black therapists and
students. Many Black students who are training to become therapists
or academics in mental health report negative experiences with
white university staff in terms of a lack of support,
encouragement, resulting in poor graduation outcomes.While
institutional racism is a major issue both in society and
universities, the editors of this Handbook take personal-level
racism, microaggression and everyday racism as better models for
understanding and analysing both these students; racialised
interaction/communication experiences with white staff at
university, as well as the racialised communications and
inequalities in misdiagnoses, access to services and provisions in
healthcare settings with white managers.
From the moment society first conceived an education system, there
has been a need to have critical discussions about how best to
provide education, and how best to create education policy. Because
of the rapidly changing and fluid nature of technology, education
has become the most crucial component to having a better life
around the globe. The purpose of Emerging Trends in Education
Policy: Unapologetic Progressive Conversations, is to highlight
impactful policies, strategies, initiatives, and approaches to
educational reform globally, nationally, as well as locally through
an edited volume. Emerging Trends in Education Policy offers
readers the opportunity to read contributions from researchers and
policymakers who like to make a ruckus and speak to an audience
that appreciates disruption. Emerging Trends in Education Policy
provides space for researchers to take intellectual risks and
policymakers to be on the cutting edge of educational policy
change. Educators often do not have the time to research and
propose policy recommendations despite the fact they are the people
that deliver the content. Professors often delay their more
provocative findings and suggestions until after full tenure. By
encouraging chapters from professors that were K-12 teachers at one
time first, and researchers second, Emerging Trends in Education
Policy: Unapologetic Progressive Conversation fulfills the need for
innovative policy reform based on recommendations from
practitioners with direct knowledge in the field.
From the moment society first conceived an education system, there
has been a need to have critical discussions about how best to
provide education, and how best to create education policy. Because
of the rapidly changing and fluid nature of technology, education
has become the most crucial component to having a better life
around the globe. The purpose of Emerging Trends in Education
Policy: Unapologetic Progressive Conversations, is to highlight
impactful policies, strategies, initiatives, and approaches to
educational reform globally, nationally, as well as locally through
an edited volume. Emerging Trends in Education Policy offers
readers the opportunity to read contributions from researchers and
policymakers who like to make a ruckus and speak to an audience
that appreciates disruption. Emerging Trends in Education Policy
provides space for researchers to take intellectual risks and
policymakers to be on the cutting edge of educational policy
change. Educators often do not have the time to research and
propose policy recommendations despite the fact they are the people
that deliver the content. Professors often delay their more
provocative findings and suggestions until after full tenure. By
encouraging chapters from professors that were K-12 teachers at one
time first, and researchers second, Emerging Trends in Education
Policy: Unapologetic Progressive Conversation fulfills the need for
innovative policy reform based on recommendations from
practitioners with direct knowledge in the field.
All Black males are born with dreams and aspirations. However,
Black male dreams are often deferred when they leave the classroom
at the end of the day. Mindful Teaching Practices for Black Male
Achievement was created to be a survival guide for new teachers,
with short and to-the-point content for certifications and
structured reflective exercises for professional development as
well as learning communities. The Primer contains both
research-based and classroom-based content that includes practical
resources including: -Expository real-world vignettes to ground
each chapter and to set the tone for the reflective practice.
-Reflective exercises for individual or group collaboration that
facilitate positive internal shifts. -Prolepsis approaches that
help the reader plan for future success utilizing personal goal
setting. -Extended activities that build on and support positive
educational outcomes with Black males in a way that affirms Black
male identity are found in the toolkit. Also in the toolkit, the
reader will find sample letter templates to advocate for Black
males, intervention plans, student efficacy surveys, and
user-friendly best-practices for closing achievement gaps for Black
males by grade level.
All Black males are born with dreams and aspirations. However,
Black male dreams are often deferred when they leave the classroom
at the end of the day. Mindful Teaching Practices for Black Male
Achievement was created to be a survival guide for new teachers,
with short and to-the-point content for certifications and
structured reflective exercises for professional development as
well as learning communities. The Primer contains both
research-based and classroom-based content that includes practical
resources including: -Expository real-world vignettes to ground
each chapter and to set the tone for the reflective practice.
-Reflective exercises for individual or group collaboration that
facilitate positive internal shifts. -Prolepsis approaches that
help the reader plan for future success utilizing personal goal
setting. -Extended activities that build on and support positive
educational outcomes with Black males in a way that affirms Black
male identity are found in the toolkit. Also in the toolkit, the
reader will find sample letter templates to advocate for Black
males, intervention plans, student efficacy surveys, and
user-friendly best-practices for closing achievement gaps for Black
males by grade level.
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