Wilson / Horsford Advancing Equity and Achievement in America's Diverse Schools

Inclusive Theories, Policies, and Practices
Erscheinungsjahr 2013
ISBN: 978-1-136-20213-1
Verlag: Taylor & Francis
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 228 Seiten

Advancing Equity and Achievement in America’s Diverse Schools illustrates how educators, students, families and community partners can work in strategic ways to build on social, cultural, and ethnic diversity to advance educational equity and achievement. By drawing on the latest data on demographic change, constructions of culture and cultural difference, and the politics of school reform in urban, rural, and suburban school communities, this volume looks toward solutions and strategies for meaningful educational improvement.

Contributors consider both the diversity of youth and families served in public schools, and the culture of U.S. schooling, highlighting the influence of policy and reform agendas; students’ identities and agency; experiences and approaches of diverse educators; and the workings of effective school partnerships. Chapters also focus on those often overlooked in educational scholarship such as Native Americans, students experiencing poverty and/or homelessness, Muslim students, students with special needs, and students and educators who are lesbian, gay, bisexual, transgender, intersex, or queer. In all, this edited collection stresses the need for high quality education that is inclusive, culturally responsive and unifying so all students can experience academic success. This book is a meaningful resource for educators, policymakers, and community-based leaders interested in doing such transformative work.

Autoren/Hrsg.

Wilson, Camille M.

Wilson, Camille

Horsford, Sonya Douglass

Horsford, Sonya

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Section I: Understanding Educational Equity and Achievement in America

- A Nation (of Students) at Risk: The Political Rhetoric of Equity and Achievement in U.S. Education Reform

Sonya Douglass Horsford, University of Nevada, Las Vegas

- NCLB’s Intensifying Makeover: Race to the Top’s Troubling Changes to Rules, Incentives, and Practice

Kevin G. Welner and Carol C. Burris, University of Colorado, Boulder/National Education Policy Center

- Examining Teacher Quality, Educational Policy, and English Learners in Latina/o Growth States

Julian Vasquez Heilig, The University of Texas at Austin

Francesca Lopez, Marquette University

Daniela Torre, Vanderbilt University

- Cultural Work and Demographically Changing Schools: New Opportunities for Transformative Leadership

Camille M. Wilson, Wayne State University

Section II: Affirming Multiple Dimensions of Diversity in Schools

- Religious Diversity, Multiculturalism, and Representation: The Challenge of Facing Islam in the Classroom

Liz Jackson, University of Hong Kong

- Marginalized Sexualities in Public Schools: The Need for Activist Educators

James W. Koschoreck and James G. Allen, Northern Kentucky University

- Disrupting Deficit Views: Latina/o and Native American Youth Constructing Cultural, Linguistic, and Learner Identities

Lucila D. Ek, Patricia D. Quijada Cerecer, and Elsa Cantú Ruiz, The University of Texas at San Antonio

- Teacher Identities in Transition: Perspectives from ESL International Teachers

Christine W. Nganga, South Dakota State University

Section III: Fostering Collaboration and Partnerships

- Attending to Urban Teacher Development through a School-University Partnership: The Case of South Kilbourne Elementary School

Tambra O. Jackson, University of South Carolina

Sarah G. Smith, Principal, South Kilbourne Elementary School

- Reducing Achievement Gaps and Increasing the School Success of Culturally and Linguistically Diverse Students with Special Needs Using the Comprehensive Support Model

Festus E. Obiakor and Christopher D. Yawn, The City University of New York

- Policy Intersections in "Real Lives": Families Experiencing Homelessness and

School-Related Matters

Alexandra E. Pavlakis and Peter M. Miller, The University of Wisconsin Madison

- New Horizons for Urban Teacher Preparation and Parent Engagement in the Post-Civil Rights South

Tondra Loder-Jackson and Deborah L. Voltz, The University of Alabama at Birmingham Michael Froning, Birmingham Education Foundation

Über Autor(innen)

Camille M. Wilson is Associate Professor of Educational Leadership and Policy Studies at Wayne State University, USA.

Sonya Douglass Horsford is Senior Resident Scholar of Education at the Lincy Institute at the University of Nevada, Las Vegas, USA.