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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.
COVID-19 offers a unique opportunity to transform the K-12 social
studies curriculum, but history suggests that changes to the formal
curriculum will not come easily or automatically. This book was
conceived in the space between the dismantling of our old way of
life and the anticipation of what comes next. The authors in this
volume-leading voices in social studies education-make the case
that COVID-19 has exposed deficiencies in much of the traditional
narrative found in textbooks and state curriculum standards, and
they offer guidance for how educators can use the pandemic to
pursue a more justice-oriented, critical examination of
contemporary society. Divided into two sections, this volume first
focuses on how elementary and secondary educators might teach about
the pandemic, both as a contentious public issue and as a recent
historical event. The second section asks teachers to reconsider
many long-standing aspects of social studies teaching and learning,
from content and instructional approaches to testing.Book Features:
Guidance on how to teach about the COVID-19 crisis as a recent,
controversial historical event. Examples of teaching approaches and
classroom projects that align with the C3 Framework. Lessons about
COVID-19 for use in K-12 classrooms, as well as chapters on the
history of pandemics and on how teachers can help students cope
with death and grief. A critical examination of the idea of
American exceptionalism, the role of race and class in U.S.
society, and fundamental practices within social studies education.
Issues tied to race and culture continue to be a part of the
landscape of America's schools and classrooms. Given the rapid
demographic transformation in the nation's states, cities,
counties, and schools, it is essential that all school personnel
acquire the necessary knowledge, skills, and dispositions to talk,
teach, and think across racial and cultural differences. The second
edition of Howard's bestseller has been updated to take a deeper
look at how schools must be prepared to respond to disparate
outcomes among students of color. Tyrone Howard draws on
theoretical constructs tied to race and racism, culture and
opportunity gaps to address pressing issues stemming from the
chronic inequalities that remain prevalent in many schools across
the country. This time-honored text will help educators at all
levels respond with greater conviction and clarity on how to create
more equitable, inclusive, and democratic schools as sites for
teaching and learning. The New Edition: Addresses changing ethnic
and racial demographics in U.S. schools and communities. Identifies
core gaps in academic outcomes across racial and ethnic lines.
Addresses potential root causes of academic disparities. Offers
recommendations for addressing disparities in outcomes. Provides
in-depth analysis on the salience of race and racism in U.S.
schools. Includes strategies to help school leaders create more
equitable schools. Identifies innovative programs with
evidence-based results on eliminating disparities.
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.
Discover how and why community-engaged teacher preparation is a
powerful and vital approach to address an educational system that
is historically deficient, discriminatory, and decidedly
inequitable. In this edited volume, the authors argue that past
practice is inadequate and issue a mandate for a new approach to
educator preparation. Articulating a clear definition of
community-engaged teacher preparation, they focus on national and
international initiatives that have been sustained over time and
are having a direct impact on student learning. Chapters are
written by school, university, and community partners who speak to
the innovation, creativity, commitment, and persistence required to
reinvent teacher preparation. They also underscore the complexity
of this work, the humility necessary to reflect and reconsider, and
the true spirit of authentic solidarity among university, school,
and community partners required to seek and secure equity for
children in schools.Book Features: Provides a critical examination
of structural inequity in education and ways to address it through
community-engaged teacher preparation. Describes a teacher
preparation model that is enacted in solidarity with members of
historically marginalized populations. Offers clear guidance on
what is meant by culturally relevant and culturally sustaining
pedagogies with examples of how these frameworks are being
operationalized. Explores the obstacles and opportunities involved
in the implementation process.
Issues tied to race and culture continue to be a part of the
landscape of America's schools and classrooms. Given the rapid
demographic transformation in the nation's states, cities,
counties, and schools, it is essential that all school personnel
acquire the necessary knowledge, skills, and dispositions to talk,
teach, and think across racial and cultural differences. The second
edition of Howard's bestseller has been updated to take a deeper
look at how schools must be prepared to respond to disparate
outcomes among students of color. Tyrone Howard draws on
theoretical constructs tied to race and racism, culture and
opportunity gaps to address pressing issues stemming from the
chronic inequalities that remain prevalent in many schools across
the country. This time-honored text will help educators at all
levels respond with greater conviction and clarity on how to create
more equitable, inclusive, and democratic schools as sites for
teaching and learning. The New Edition: Addresses changing ethnic
and racial demographics in U.S. schools and communities. Identifies
core gaps in academic outcomes across racial and ethnic lines.
Addresses potential root causes of academic disparities. Offers
recommendations for addressing disparities in outcomes. Provides
in-depth analysis on the salience of race and racism in U.S.
schools. Includes strategies to help school leaders create more
equitable schools. Identifies innovative programs with
evidence-based results on eliminating disparities.
COVID-19 offers a unique opportunity to transform the K–12 social
studies curriculum, but history suggests that changes to the formal
curriculum will not come easily or automatically. This book was
conceived in the space between the dismantling of our old way of
life and the anticipation of what comes next. The authors in this
volume—leading voices in social studies education—make the case
that COVID-19 has exposed deficiencies in much of the traditional
narrative found in textbooks and state curriculum standards, and
they offer guidance for how educators can use the pandemic to
pursue a more justice-oriented, critical examination of
contemporary society. Divided into two sections, this volume first
focuses on how elementary and secondary educators might teach about
the pandemic, both as a contentious public issue and as a recent
historical event. The second section asks teachers to reconsider
many long-standing aspects of social studies teaching and learning,
from content and instructional approaches to testing.Book Features:
Guidance on how to teach about the COVID-19 crisis as a recent,
controversial historical event. Examples of teaching approaches and
classroom projects that align with the C3 Framework. Lessons about
COVID-19 for use in K–12 classrooms, as well as chapters on the
history of pandemics and on how teachers can help students cope
with death and grief. A critical examination of the idea of
American exceptionalism, the role of race and class in U.S.
society, and fundamental practices within social studies education.
This timely book demonstrates why there needs to be a more
thoughtful and collaborative effort on the part of K-12 schools, as
well as institutions of higher education, to provide better college
access to students from low-income communities. Building on a
10-year case study of a successful school-university partnership,
the authors examine the supports, mentoring, and resources needed
to transform the college opportunities and life chances for
under-represented urban youth. Featuring first-hand accounts from
student participants, the book documents how the model provided
college access to some of the most selective and prestigious
universities across the nation. Because this partnership situates
college access within a social justice framework, it is one of the
more unique programs in the country. Book Features: Shows what
successful partnerships look like when schools and districts work
with common goals and outcomes. Documents an approach that
identifies promising students early in their high school careers.
Emphasizes college access with a commitment to social justice,
equity, and investment in schools and communities. Focuses on
student perspectives to identify mentoring and high school
resources that make a difference in their college pursuit. Includes
viewpoints of university personnel and parents about the impact of
the program on students.
This timely book demonstrates why there needs to be a more
thoughtful and collaborative effort on the part of K-12 schools, as
well as institutions of higher education, to provide better college
access to students from low-income communities. Building on a
10-year case study of a successful school-university partnership,
the authors examine the supports, mentoring, and resources needed
to transform the college opportunities and life chances for
under-represented urban youth. Featuring first-hand accounts from
student participants, the book documents how the model provided
college access to some of the most selective and prestigious
universities across the nation. Because this partnership situates
college access within a social justice framework, it is one of the
more unique programs in the country. Book Features: Shows what
successful partnerships look like when schools and districts work
with common goals and outcomes. Documents an approach that
identifies promising students early in their high school careers.
Emphasizes college access with a commitment to social justice,
equity, and investment in schools and communities. Focuses on
student perspectives to identify mentoring and high school
resources that make a difference in their college pursuit. Includes
viewpoints of university personnel and parents about the impact of
the program on students.
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