Why race and culture matter in schools : closing the achievement gap in America's classrooms / Tyrone C. Howard ; foreword by Geneva Gay.
Material type: TextSeries: Multicultural education series (New York, N.Y.)Publication details: New York, N.Y. : Teachers College Press, c2010Description: xxv, 181 p. : ill. ; 24 cmISBN: 9780807750728 (hardback); 0807750727 (hardback); 9780807750711 (paperback); 0807750719 (paperback)Subject(s): Educational equalization -- United States | Academic achievement -- United States | Minorities -- Education -- United StatesDDC classification: 379.2/60973 LOC classification: LC213.2 | .H67 2010Item type | Current library | Call number | Status | Date due | Barcode |
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Hard Covered Materials | MACHAKOS UNIVERSITY LIBRARY Open shelf | LC 213.2 .H67 2010 (Browse shelf (Opens below)) | Available | 20834 | |
Hard Covered Materials | MACHAKOS UNIVERSITY LIBRARY Open shelf | LC 213.2 .H67 2010 (Browse shelf (Opens below)) | Available | 20832 | |
Hard Covered Materials | MACHAKOS UNIVERSITY LIBRARY Open shelf | LC 213.2 .H67 2010 (Browse shelf (Opens below)) | Available | 20833 |
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LC 212.92 .T46 1993 Gender play : | LC 213.2 .H67 2010 Why race and culture matter in schools : | LC 213.2 .H67 2010 Why race and culture matter in schools : | LC 213.2 .H67 2010 Why race and culture matter in schools : | LC 213.2 .H67 2010 Why race and culture matter in schools : | LC 220.5 .K39 2003 The complete guide to service learning : | LC 220.5 .K39 2003 The complete guide to service learning : |
Includes bibliographical references (p. 151-173) and index.
Series Foreword / James A. Banks -- Foreword / Geneva Gay -- Introduction -- Socioeconomic Status and School Performance -- Outline of the Book -- Moving Away from the Black-White Dichotomy -- Achievement Gap: Contextualizing the Problem -- Documenting the Achievement Gap -- Documenting the Discrepancies -- Retention, Suspensions, and Expulsions -- School Drop-Out and Graduation Rates -- Access to Gifted and AP Courses -- SAT Scores -- Explaining the Gaps -- Future Considerations -- Changing Demographics -- A Changing Nation -- Demographic Shifts by Geographic Region and Age -- U.S. Schools and Changing Demographics -- Are Teachers Being Prepared to Teach in Diverse Settings? -- Multicultural Education for School Reform -- The Role of Social Class -- Culture -- Culture, Race, and Ethnicity -- The Complexity of Culture -- Sociocultural Theory -- Cultural Modeling -- Cultural Repertoires of Practice -- Normalizing Culture in Everyday Practice -- Culturally Responsive Pedagogy -- Seeking Clarity in Culture and Pedagogy -- Empirical and Conceptual Work on Culturally Responsive Pedagogy -- The Importance of Pedagogy -- Programs with Culturally Responsive Teaching -- The Role of Race in Learning -- Interrogating Race -- Race and Education in the United States -- Critical Race Theory: A Framework for Examining Race and Achievement -- Empirical Works Examining race -- Granting Voice to Those Who Rarely Are Heard -- Internalized Racism: Educators of Color and Acts of Exclusion -- Racial Frames of Reference -- Developing Cultural Competence and Racial Awareness in Classroom Teachers -- Cultural Competence -- Critical Self-Reflection on Race and Culture -- Race, Culture, and the Adaptive Unconsciousness -- Racial Awareness -- A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race -- Final Considerations -- Examples of School Success for Culturally Diverse Students -- Stories of School Success -- Visionary Leadership -- Effective Instructional Practices -- Intensive Academic Intervention -- Explicit Acknowledgement of Race -- Parental and Community Engagement -- Final Thoughts.
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