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Produktbild: Advancing Equity and Achievement in America's Diverse Schools

Advancing Equity and Achievement in America's Diverse Schools Inclusive Theories, Policies, and Practices

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

10.09.2013

Herausgeber

Camille Wilson + weitere

Verlag

Taylor & Francis

Seitenzahl

228

Maße (L/B/H)

23,5/15,7/1,7 cm

Gewicht

580 g

Sprache

Englisch

ISBN

978-0-415-63561-5

Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

10.09.2013

Herausgeber

Verlag

Taylor & Francis

Seitenzahl

228

Maße (L/B/H)

23,5/15,7/1,7 cm

Gewicht

580 g

Sprache

Englisch

ISBN

978-0-415-63561-5

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Advancing Equity and Achievement in America's Diverse Schools

  • Section I: Understanding Educational Equity and Achievement in America

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

      2. Sonya Douglass Horsford, University of Nevada, Las Vegas

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

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

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

      4. Julian Vasquez Heilig, The University of Texas at Austin

      Francesca Lopez, Marquette University

      Daniela Torre, Vanderbilt University

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

      5. Camille M. Wilson, Wayne State University

      Section II: Affirming Multiple Dimensions of Diversity in Schools

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

      6. Liz Jackson, University of Hong Kong

    6. Marginalized Sexualities in Public Schools: The Need for Activist Educators

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

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

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

    8. Teacher Identities in Transition: Perspectives from ESL International Teachers

      9. Christine W. Nganga, South Dakota State University

      Section III: Fostering Collaboration and Partnerships

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

      10. Tambra O. Jackson, University of South Carolina

      Sarah G. Smith, Principal, South Kilbourne Elementary School

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

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

    11. Policy Intersections in "Real Lives": Families Experiencing Homelessness and

      12. School-Related Matters

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

    12. 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