Dismantling Educational Inequality: A Cultural-historical Approach to Closing the Achievement GapPeter 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. |
المحتوى
Current Approaches to Equity | 67 |
A Cultural Approach to a Historical Problem | 93 |
New Roles for Educators | 121 |
6 | 148 |
Counselors Colleges and Universities | 169 |
Transforming Professional | 197 |
Conclusions and Future Directions | 235 |
Summary and Policy Recommendations | 251 |
References | 273 |
277 | |
301 | |
302 | |
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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 serve skills social society SPARS standards strategy structures success sustained teachers teaching test scores tion transformation types understand values various