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The Influence Of Restructuring On Teachers Beliefs About And Practices With African American Students
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Book Synopsis The Influence of Restructuring on Teachers' Beliefs about and Practices with African American Students by : Pauline Lipman
Download or read book The Influence of Restructuring on Teachers' Beliefs about and Practices with African American Students written by Pauline Lipman and published by . This book was released on 1993 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of Restructuring on Teachers' Beliefs about and Practices with African American Students by : Pauline Lipman
Download or read book The Influence of Restructuring on Teachers' Beliefs about and Practices with African American Students written by Pauline Lipman and published by . This book was released on 1993 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Race, Class, and Power in School Restructuring by : Pauline Lipman
Download or read book Race, Class, and Power in School Restructuring written by Pauline Lipman and published by SUNY Press. This book was released on 1998-01-01 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores the intersection of two central issues in American education today: school reform through restructuring and alienation from school of many children of color. A tough look at the impact of teachers' and administrators' beliefs and practices.
Book Synopsis Race, Class, and Power in School Restructuring by : Pauline Lipman
Download or read book Race, Class, and Power in School Restructuring written by Pauline Lipman and published by SUNY Press. This book was released on 1998-02-26 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores the intersection of two central issues in American education today: school reform through restructuring and alienation from school of many children of color. A tough look at the impact of teachers' and administrators' beliefs and practices.
Book Synopsis Pedagogical Beliefs and Practices of Culturally Responsive Teachers of African American Students by : Mikyra R. Toney
Download or read book Pedagogical Beliefs and Practices of Culturally Responsive Teachers of African American Students written by Mikyra R. Toney and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand how culturally relevant pedagogy promotes academic success among low-income African American children. The characteristics and instructional practices of four elementary school teachers, defined as culturally responsive by their school administrators, were examined. The study explored how personal backgrounds and experiences influenced teachers' beliefs about instructional practices for African Americans. The theoretical framework for this study, the constructivist theory, enhanced my understanding of how teachers viewed the inclusion of students' culture to influence school success. The study was based on a qualitative research design of: individual interviews, classroom observations and a focus group. The research revealed that teachers' experiences, instructional practices and strategies were vital to culturally responsive teaching and student achievement.
Book Synopsis Thinking About Black Education by : Hilton Kelly
Download or read book Thinking About Black Education written by Hilton Kelly and published by Myers Education Press. This book was released on 2023-03-24 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt: 2024 SPE Outstanding Book Award Winner In this pioneering interdisciplinary reader, Hilton Kelly and Heather Moore Roberson have curated essential readings for thinking about black education from slavery to the present day. The reading selections are timeless, with both historical and contemporary readings from educational anthropology, history, legal studies, literary studies, and sociology to document the foundations and development of Black education in the United States. In addition, the authors highlight scholarship offering historical, conceptual, and pedagogical gems that shine a light on Black people’s enduring pursuit of liberatory education. This book is an invitation to a broad audience, from people with no previous knowledge to scholars in the field, to think critically about Black education and to inspire others to uncover the agency, dreams, struggles, aspirations, and liberation of Black people across generations. Thinking About Black Education: An Interdisciplinary Reader will address essential readings in African-Americans’ education. The text is inspired by the editors’ diverse backgrounds in interdisciplinary scholarship and professional communities. Necessary after 400 years of struggle for people of African-American descent to become fully-educated citizens with all the rights and privilege that true freedom brings, it can serve as a cornerstone during this quadricentennial moment by showcasing canonical, cutting-edge, and essential scholarship that people of African descent have produced in the United States. The collection includes many of the great foundational thinkers and writers of the last 100 years. Selections include work from: • Heather Andrea Williams • James D. Anderson • Elizabeth McHenry • D. M. Douglas • Vanessa Siddle Walker • Thomas Sowell • Trudier Harris • Signithia Fordham and John U. Ogbu • A. A. Akom • Mano Singham • Gloria Ladson-Billings • bell hooks • William F. Tate IV • James Earl Davis • Emery Petchauer • Michael J. Dumas and kihana miraya ross Thinking About Black Education is an essential text for a variety of Black Studies courses, but it should also appeal to a broader audience of students and scholars interested in racial equity and social justice across the disciplines. Perfect for courses such as: Black Education from Slavery to Freedom │ Foundations of American Education │ Introduction to Africana Studies │ Introduction to Foundations of Education │ Schools & Society │ Race and Education │ African American Education │ African American Philosophy │ Education in African American Culture
Book Synopsis Teachers Beliefs about Control, Relationships, and Culture and How Those Beliefs Impact African American Suspension Rates by : Christopher M. Lindquist
Download or read book Teachers Beliefs about Control, Relationships, and Culture and How Those Beliefs Impact African American Suspension Rates written by Christopher M. Lindquist and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: For the past three decades, the African American suspension rates have far outpaced Caucasian suspension rates. This is a trend which has been observed throughout various community and school settings in the United States. These facts are what leads this study and the research question: To what extent does teacher beliefs about control, relationships, and cultural norms affect the suspension rates of African American students? The researcher had long thought about the effects of teacher's beliefs of control and building relationships in a classroom on these suspension rates. Building upon previous research, this case study further examines teacher beliefs by asking and analyzing teacher's own responses about control, relationships, and cultural knowledge in their classrooms. To do this, the researcher focused on asking opened ended questions in a qualitative survey to a group of teachers in a Southern California suburban middle school. In addition, analysis of written referral forms from this school and pool of teachers were analyzed to gauge the wording and language used by the teachers to see if practice matched teacher's statements. The results of the survey and analysis found while teacher's claim they care about building relationships with their students in their classrooms, the practice shows the opposite since referral reports showed repeated instances of conflicts over control in the classrooms between the teacher and students. A potential cause of this conflict can be the lack of cultural competency and capacities of teachers from different backgrounds than their students. To correct this, this study recommends for educational leaders to look for mentorship and coaching programs aimed at improving teacher's cultural capacities of all students in their classrooms.
Book Synopsis Redefining Culture by : John R. Baldwin
Download or read book Redefining Culture written by John R. Baldwin and published by Routledge. This book was released on 2006-08-15 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: Argues that culture is perhaps the most important thing to know about people if one wants to make predictions about their behavior. The goal of this volume is to present a theoretically exhaustive integration of multidisciplinary approaches.
Book Synopsis Multicultural Science Education by : Mary M. Atwater
Download or read book Multicultural Science Education written by Mary M. Atwater and published by Springer Science & Business Media. This book was released on 2013-11-19 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers valuable guidance for science teacher educators looking for ways to facilitate preservice and inservice teachers’ pedagogy relative to teaching students from underrepresented and underserved populations in the science classroom. It also provides solutions that will better equip science teachers of underrepresented student populations with effective strategies that challenge the status quo, and foster classrooms environment that promotes equity and social justice for all of their science students. Multicultural Science Education illuminates historically persistent, yet unresolved issues in science teacher education from the perspectives of a remarkable group of science teacher educators and presents research that has been done to address these issues. It centers on research findings on underserved and underrepresented groups of students and presents frameworks, perspectives, and paradigms that have implications for transforming science teacher education. In addition, the chapters provide an analysis of the socio-cultural-political consequences in the ways in which science teacher education is theoretically conceptualized and operationalized in the United States. The book provides teacher educators with a framework for teaching through a lens of equity and social justice, one that may very well help teachers enhance the participation of students from traditionally underrepresented and underserved groups in science, technology, engineering, and mathematics (STEM) areas and help them realize their full potential in science. Moreover, science educators will find this book useful for professional development workshops and seminars for both novice and veteran science teachers. "Multicultural Science Education: Preparing Teachers for Equity and Social Justice directly addresses the essential role that science teacher education plays for the future of an informed and STEM knowledgeable citizenry. The editors and authors review the beginnings of multicultural science education, and then highlight findings from studies on issues of equity, underrepresentation, cultural relevancy, English language learning, and social justice. The most significant part of this book is the move to the policy level—providing specific recommendations for policy development, implementation, assessment and analysis, with calls to action for all science teacher educators, and very significantly, all middle and high school science teachers and prospective teachers. By emphasizing the important role that multicultural science education has played in providing the knowledge base and understanding of exemplary science education, Multicultural Science Education: Preparing Teachers for Equity and Social Justice gives the reader a scope and depth of the field, along with examples of strategies to use with middle and high school students. These classroom instructional strategies are based on sound science and research. Readers are shown the balance between research-based data driven models articulated with successful instructional design. Science teacher educators will find this volume of great value as they work with their pre-service and in-service teachers about how to address and infuse multicultural science education within their classrooms. For educators to be truly effective in their classrooms, they must examine every component of the learning and teaching process. Multicultural Science Education: Preparing Teachers for Equity and Social Justice provides not only the intellectual and research bases underlying multicultural studies in science education, but also the pragmatic side. All teachers and teacher educators can infuse these findings and recommendations into their classrooms in a dynamic way, and ultimately provide richer learning experiences for all students." Patricia Simmons, North Carolina State University, Raleigh, USA "This provocative collection of chapters is a presentation in gutsiness. Ingenious in construction and sequencing, this book will influence science teacher educators by introducing them to issues of equity and social justice directly related to women and people of color. The authors unflinchingly interrogate issues of equity which need to be addressed in science education courses. "This provocative collection of chapters is a presentation in gutsiness. Ingenious in construction and sequencing, this book will influence science teacher educators by introducing them to issues of equity and social justice directly related to women and people of color. The authors unflinchingly interrogate issues of equity which need to be addressed in science education courses. It begins with setting current cultural and equity issue within a historic frame. The first chapter sets the scene by moving the reader through 400 years in which African-American’s were ‘scientifically excluded from science’. This is followed by a careful review of the Jim Crow era, an analysis of equity issues of women and ends with an examination of sociocultural consciousness and culturally responsive teaching. Two chapters comprise the second section. Each chapter examines the role of the science teacher in providing a safe place by promoting equity and social justice in the classroom. The three chapters in the third section focus on secondary science teachers. Each addresses issues of preparation that provides new teachers with understanding of equity and provokes questions of good teaching. Section four enhances and expands the first section as the authors suggest cultural barriers the impact STEM engagement by marginalized groups. The last section, composed of three chapters, interrogates policy issues that influence the science classroom." Molly Weinburgh, Texas Christian University, Fort Worth, USA
Book Synopsis Culturally Relevant Pedagogy by : Gloria Ladson-Billings
Download or read book Culturally Relevant Pedagogy written by Gloria Ladson-Billings and published by Teachers College Press. This book was released on 2021 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’ groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with ‘those’ kids?”, Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’ published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. Featured Essays: Toward a Theory of Culturally Relevant PedagogyBut That’s Just Good Teaching: The Case for Culturally Relevant PedagogyLiberatory Consequences of LiteracyIt Doesn’t Add Up: African American Students and Mathematics AchievementCrafting a Culturally Relevant Social Studies ApproachFighting for Our Lives: Preparing Teachers to Teach African American StudentsWhat’s the Matter With the Team? Diversity in Teacher EducationIt’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem With Teacher EducationCulturally Relevant Teaching 2.0, a.k.a. the Remix Beyond Beats, Rhymes, and Beyoncé: Hip-Hop Education and Culturally Relevant Pedagogy
Book Synopsis The Dreamkeepers by : Gloria Ladson-Billings
Download or read book The Dreamkeepers written by Gloria Ladson-Billings and published by John Wiley & Sons. This book was released on 2013-02-22 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the second edition of her critically acclaimed book The Dreamkeepers, Gloria Ladson-Billings revisits the eight teachers who were profiled in the first edition and introduces us to new teachers who are current exemplars of good teaching. She shows that culturally relevant teaching is not a matter of race, gender, or teaching style. What matters most is a teacher's efforts to work with the unique strengths a child brings to the classroom. A brilliant mixture of scholarship and storytelling, The Dreamkeepers challenges us to envision intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of not just African American students, but all children. This new edition also includes questions for reflection
Book Synopsis Teacher Beliefs and Practices by : John Christopher Sr Herrera
Download or read book Teacher Beliefs and Practices written by John Christopher Sr Herrera and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing diversity in schools in the United States over the last few decades, combined with an emphasis on high-stakes testing, has heightened concerns about the academic performance of students of color, in particular African American students. There are concerns about the appropriateness of a Eurocentric curriculum taught by White teachers, which often limits the use of a multicultural curriculum--one that values the culture and lifestyles of diverse students. This study focused on elements within teaching practices that improved achievement among students of color. An enhanced application of the Multiple Meanings of Multicultural Teacher Education Framework (MTEF), along with assessments of teacher training instruments (Gay, 1994; Love, 2001; Ladson-Billings, 1994), helped to create the Model for Modified Multicultural Teacher Education Framework on Teacher Perception of Student Achievement that served as a guide for the investigation. The overall findings confirmed the utility of the model and the enhancements made to the multicultural assessment instruments. Depending upon what elements were chosen, between 18% and 23% of the variance explained in teacher's beliefs, attitudes and perceptions could be explained by their training, their community involvement, awareness of self, knowledge of subject and a positive approach to the institutional culture. The findings support the existing literature and adds to it a new dimension by directly focusing on teacher's perceptions, attitudes and beliefs that promote or constrain teaching and learning about urban African American students in the urban classroom.
Book Synopsis Restructuring in the Classroom by : Richard F. Elmore
Download or read book Restructuring in the Classroom written by Richard F. Elmore and published by Jossey-Bass. This book was released on 1996-03-15 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Restructuring in the Classroom goes into the classrooms of three elementary schools to take a detailed look at how teachers responded to changes in structure in their schools. The authors interviewed principals, teachers, parents, support staff, and district personnel to produce in-depth case studies of schools at various stages of restructuring, showing what the school had done to change its structure and how those changes had occurred. Selecting four teachers in each school for closer observation and discussion, the authors reveal how those teachers responded to the changes around them in their day-to-day practice in the classroom. They show, for example, how teaching practice is or is not affected by changes in the way students are grouped for learning, in the way teachers relate to groups of students and to each other, and in the way time is allocated to subject matter.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis "You Were the Only One who Ever Really Pushed Us" by : Nikki Anne Merchant
Download or read book "You Were the Only One who Ever Really Pushed Us" written by Nikki Anne Merchant and published by . This book was released on 2003 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Urban Middle School Mathematics Teachers' Beliefs about African American Students by : Christian J. Anderson (Sr)
Download or read book Urban Middle School Mathematics Teachers' Beliefs about African American Students written by Christian J. Anderson (Sr) and published by . This book was released on 2012 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students are not achieving at the levels of their white and Asian counterparts on all measures of achievement including standardized assessments, particularly in mathematics. The existence of a mathematics achievement gap signifies a breakdown in the teaching and learning of mathematics for African American students. This achievement gap is pervasive in urban schools. Researchers have found that teachers' beliefs have a profound influence on the instructional practices enacted in the classroom. By conducting an interpretive case study, this study attempted to understand urban middle school mathematics teachers' beliefs about their African American students and determine the influence of those beliefs on their instructional practice. The results of this study revealed the existence of three beliefs that the participants held about their African American students. The three beliefs are (a) African American students have the natural ability to learn mathematics, (b) African American students' learning is enhanced when they engage in out-of-school learning experiences, and (c) African American students need classroom instruction that emphasizes conceptual understanding. These beliefs resulted in the participants delivering classroom instruction that was driven by high expectations, rooted in differentiated instruction, and promoted rich classroom discourse. -- Abstract.
Book Synopsis Envisioning a Critical Race Praxis in K-12 Education Through Counter-Storytelling by : Tyson E.J. Marsh
Download or read book Envisioning a Critical Race Praxis in K-12 Education Through Counter-Storytelling written by Tyson E.J. Marsh and published by IAP. This book was released on 2016-08-01 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top-down approach to educational policy and practice, it is imperative that educational leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though educational leaders and leadership programs have been all but absent in this process, given their influence and power, educational leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter-stories and praxis for the purpose of providing leaders in training and practicing K-12 leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within K-12 schooling. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in K-12 schooling. Through the use of critical race methodology and counter-storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future educational leaders insight in recognizing how racism functions within institutions and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for educational leaders to develop a critical race praxis and anti-racist approach to leadership.
