000 | 03588cam a2200361 a 4500 | ||
---|---|---|---|
001 | 16032746 | ||
005 | 20190319020058.0 | ||
008 | 091222s2010 nyua b 001 0 eng | ||
010 | _a 2009051102 | ||
020 | _a9780807750728 (hardback) | ||
020 | _a0807750727 (hardback) | ||
020 | _a9780807750711 (paperback) | ||
020 | _a0807750719 (paperback) | ||
035 | _a(OCoLC)ocn495545345 | ||
040 |
_aDLC _cDLC _dYDX _dYDXCP _dBWX _dCDX _dJHY _dOCLCA _dEZN _dGZI _dUCDLL _dDLC |
||
043 | _an-us--- | ||
050 | 0 | 0 |
_aLC213.2 _b.H67 2010 |
082 | 0 | 0 |
_a379.2/60973 _222 |
100 | 1 |
_aHoward, Tyrone C. _q(Tyrone Caldwell) |
|
245 | 1 | 0 |
_aWhy race and culture matter in schools : _bclosing the achievement gap in America's classrooms / _cTyrone C. Howard ; foreword by Geneva Gay. |
260 |
_aNew York, N.Y. : _bTeachers College Press, _cc2010. |
||
300 |
_axxv, 181 p. : _bill. ; _c24 cm. |
||
490 | 1 | _aMulticultural education series | |
504 | _aIncludes bibliographical references (p. 151-173) and index. | ||
505 | 0 | _aSeries 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. | |
650 | 0 |
_aEducational equalization _zUnited States. |
|
650 | 0 |
_aAcademic achievement _zUnited States. |
|
650 | 0 |
_aMinorities _xEducation _zUnited States. |
|
830 | 0 | _aMulticultural education series (New York, N.Y.) | |
906 |
_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg |
||
942 |
_2lcc _cBOOKS _hLC 213.2 .H67 2010 _02 |
||
999 |
_c11809 _d11809 |