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. |
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النتائج 1-3 من 90
الصفحة 131
... knowledge and awareness produced by this " non - academic " curriculum are valued educational outcomes that will take time to justify . It is already known that SPARS perform better in school when parental support is established . What ...
... knowledge and awareness produced by this " non - academic " curriculum are valued educational outcomes that will take time to justify . It is already known that SPARS perform better in school when parental support is established . What ...
الصفحة 141
... knowledge may only be found through public education for many students , particularly SPARS . The Correlation Between Social Class and Parental Involvement Is Not .99 A significant part of what are generally considered social class ...
... knowledge may only be found through public education for many students , particularly SPARS . The Correlation Between Social Class and Parental Involvement Is Not .99 A significant part of what are generally considered social class ...
الصفحة 240
... knowledge base is concerned . Educators ' knowledge about research on cooperative learning and ability grouping also seems critical ( see Tomlinson , 2000 ; Fashola & Slavin , 1996 ) . Along with self - efficacy ( Bandura , 1986 ) and ...
... knowledge base is concerned . Educators ' knowledge about research on cooperative learning and ability grouping also seems critical ( see Tomlinson , 2000 ; Fashola & Slavin , 1996 ) . Along with self - efficacy ( Bandura , 1986 ) and ...
المحتوى
Current Approaches to Equity | 67 |
A Cultural Approach to a Historical Problem | 93 |
New Roles for Educators | 121 |
حقوق النشر | |
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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