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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الصفحة 44
... remain below grade level , a class issue may be distinguished here that is of analytical relevance . They remain less visible than others when the discourse attends to the problem in terms of color and because of how the outcomes in ...
... remain below grade level , a class issue may be distinguished here that is of analytical relevance . They remain less visible than others when the discourse attends to the problem in terms of color and because of how the outcomes in ...
الصفحة 50
... remain generally well over twenty points , tend to be ignored in many national reports . Thus , many con- clude that the gap has been dealt with or has been narrowed in spite of evi- dence to the contrary ( Blank and Langesen , 1999 ) ...
... remain generally well over twenty points , tend to be ignored in many national reports . Thus , many con- clude that the gap has been dealt with or has been narrowed in spite of evi- dence to the contrary ( Blank and Langesen , 1999 ) ...
الصفحة 111
... remain that would still leave SPARS behind in many other ( economic ) areas . The response to this point is that while poverty is likely to remain associ- ated with ethnic membership , it need not be produced directly by this system to ...
... remain that would still leave SPARS behind in many other ( economic ) areas . The response to this point is that while poverty is likely to remain associ- ated with ethnic membership , it need not be produced directly by this system to ...
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