Dismantling Educational Inequality: A Cultural-historical Approach to Closing the Achievement GapP. Lang, 2005 - 306 من الصفحات This long-awaited, solution-oriented book helps readers understand how inequality is organized in our public educational system. A four-component developmental model provides a policy-oriented framework that takes into account how children are socialized in and out of schools. Given an educational system that produces unequal opportunities for student learning, closing the gap requires thinking out of a box and the current conglomeration of social and economic policies. A multi-level strategy that aims for all to be educated at grade-level through a coordinated national strategy is presented to eliminate educational inequality. This is a «must read», controversial book that offers educators and policy-makers a fundamental understanding of how the achievement gap can be eliminated at the population level. |
من داخل الكتاب
النتائج 1-3 من 92
الصفحة 39
... at - risk by the dominant culture develop cultural practices geared toward survival that become interactive and problematic . Culture is in flux as it comes in contact with new tools and prac- tices . Groups placed at - risk ...
... at - risk by the dominant culture develop cultural practices geared toward survival that become interactive and problematic . Culture is in flux as it comes in contact with new tools and prac- tices . Groups placed at - risk ...
الصفحة 49
... At - risk conditions for human development produce vulnerable , at- risk individuals , and at - risk conditions obstruct human development and have been imposed more severely on some groups than others . b . The most negatively affected ...
... At - risk conditions for human development produce vulnerable , at- risk individuals , and at - risk conditions obstruct human development and have been imposed more severely on some groups than others . b . The most negatively affected ...
الصفحة 153
... Risk is compounded years ) 60 % has effective program for 1-2 years 20 % schools with SPARS at grade level Risk is reduced the critical period hypothesis , unless favorable intellectual development sup- ports are maintained , the gains ...
... Risk is compounded years ) 60 % has effective program for 1-2 years 20 % schools with SPARS at grade level Risk is reduced the critical period hypothesis , unless favorable intellectual development sup- ports are maintained , the gains ...
المحتوى
Current Approaches to Equity | 67 |
A Cultural Approach to a Historical Problem | 93 |
New Roles for Educators | 121 |
حقوق النشر | |
5 من الأقسام الأخرى غير ظاهرة
طبعات أخرى - عرض جميع المقتطفات
عبارات ومصطلحات مألوفة
academic achievement gap actions activities adolescents already American approach areas assistance at-risk become close the gap component conceptual concerns context counselors critical cultural curriculum defined developmental differences early economic educational system effective efforts elementary enter equity established ethnic example excellence extend factors future goals grade level groups higher higher education historical human important improve inequality initiatives instruction issue knowledge learning less literacy majority means ment minority necessary opportunities organized outcomes parental involvement parents particularly performance placed points population poverty practices preparation preschool prevention primary problem produce professional programs promote reduce reform relative remain requires risk roles scores serve skills social society SPARS standards strategy structures success sustained teachers teaching tion transformation types understand values various