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 94
الصفحة 26
... practices . The Gap as a National Problem Certain paradoxes may be noted in actual practice ( s ) . The federal gov- ernment only helps fund local programs partially and temporarily , yet it con- trols the practices and outcomes of many ...
... practices . The Gap as a National Problem Certain paradoxes may be noted in actual practice ( s ) . The federal gov- ernment only helps fund local programs partially and temporarily , yet it con- trols the practices and outcomes of many ...
الصفحة 55
... Practices Added and Their Effect on the Achievement of SPARS Reduced Class Sizes + Teacher Content + Old Practices Removed and Their Effect on the Achievement of SPARS Special Education for Bilinguals- Age - graded Classes for ...
... Practices Added and Their Effect on the Achievement of SPARS Reduced Class Sizes + Teacher Content + Old Practices Removed and Their Effect on the Achievement of SPARS Special Education for Bilinguals- Age - graded Classes for ...
الصفحة 109
... practices informed by well - supported theory can bring about sig- nificant gains as shown by reciprocal teaching ( Palincsar & Brown , 1984 ) , cooperative learning ( Slavin , 1990 ) and well - designed instruction ( Gagné , 1977 ) ...
... practices informed by well - supported theory can bring about sig- nificant gains as shown by reciprocal teaching ( Palincsar & Brown , 1984 ) , cooperative learning ( Slavin , 1990 ) and well - designed instruction ( Gagné , 1977 ) ...
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