Why race and culture matter in schools : closing the achievement gap in America's classrooms / Tyrone C. Howard ; foreword by Geneva Gay.
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Available copies
- 1 copy at The Center Library.
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0 current holds with 1 total copy.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 371.9701 1 How | 145181 | Stacks | Available | - |
Record details
- ISBN: 9780807750711 (paperback)
- ISBN: 0807750719
- Physical Description: xxv, 181 p. : ill. ; 24 cm.
- Publisher: New York, N.Y. : Teachers College Press, c2010.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (p. 151-173) and index. |
| Formatted Contents Note: | Series Foreword / James A. Banks -- Foreword / Geneva Gay -- Introduction -- Socioeconomic Status and School Performance -- Outline of the Book -- Moving Away from the Black-White Dichotomy -- Achievement Gap: Contextualizing the Problem -- Documenting the Achievement Gap -- Documenting the Discrepancies -- Retention, Suspensions, and Expulsions -- School Drop-Out and Graduation Rates -- Access to Gifted and AP Courses -- SAT Scores -- Explaining the Gaps -- Future Considerations -- Changing Demographics -- A Changing Nation -- Demographic Shifts by Geographic Region and Age -- U.S. Schools and Changing Demographics -- Are Teachers Being Prepared to Teach in Diverse Settings? -- Multicultural Education for School Reform -- The Role of Social Class -- Culture -- Culture, Race, and Ethnicity -- The Complexity of Culture -- Sociocultural Theory -- Cultural Modeling -- Cultural Repertoires of Practice -- Normalizing Culture in Everyday Practice -- Culturally Responsive Pedagogy -- Seeking Clarity in Culture and Pedagogy -- Empirical and Conceptual Work on Culturally Responsive Pedagogy -- The Importance of Pedagogy -- Programs with Culturally Responsive Teaching -- The Role of Race in Learning -- Interrogating Race -- Race and Education in the United States -- Critical Race Theory: A Framework for Examining Race and Achievement -- Empirical Works Examining race -- Granting Voice to Those Who Rarely Are Heard -- Internalized Racism: Educators of Color and Acts of Exclusion -- Racial Frames of Reference -- Developing Cultural Competence and Racial Awareness in Classroom Teachers -- Cultural Competence -- Critical Self-Reflection on Race and Culture -- Race, Culture, and the Adaptive Unconsciousness -- Racial Awareness -- A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race -- Final Considerations -- Examples of School Success for Culturally Diverse Students -- Stories of School Success -- Visionary Leadership -- Effective Instructional Practices -- Intensive Academic Intervention -- Explicit Acknowledgement of Race -- Parental and Community Engagement -- Final Thoughts. |
| Summary, etc.: | "While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes."--BOOK JACKET. |
Search for related items by subject
| Subject: |
Educational equalization >
United States. Academic achievement > United States. Minorities > Education > United States. |
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| 100 | 1 | . | ‡aHoward, Tyrone C. ‡q(Tyrone Caldwell) |
| 245 | 1 | 0. | ‡aWhy race and culture matter in schools : ‡bclosing the achievement gap in America's classrooms / ‡cTyrone C. Howard ; foreword by Geneva Gay. |
| 260 | . | ‡aNew York, N.Y. : ‡bTeachers College Press, ‡cc2010. | |
| 300 | . | ‡axxv, 181 p. : ‡bill. ; ‡c24 cm. | |
| 490 | 1 | . | ‡aMulticultural education series |
| 504 | . | ‡aIncludes bibliographical references (p. 151-173) and index. | |
| 505 | 0 | . | ‡aSeries Foreword / James A. Banks -- Foreword / Geneva Gay -- Introduction -- Socioeconomic Status and School Performance -- Outline of the Book -- Moving Away from the Black-White Dichotomy -- Achievement Gap: Contextualizing the Problem -- Documenting the Achievement Gap -- Documenting the Discrepancies -- Retention, Suspensions, and Expulsions -- School Drop-Out and Graduation Rates -- Access to Gifted and AP Courses -- SAT Scores -- Explaining the Gaps -- Future Considerations -- Changing Demographics -- A Changing Nation -- Demographic Shifts by Geographic Region and Age -- U.S. Schools and Changing Demographics -- Are Teachers Being Prepared to Teach in Diverse Settings? -- Multicultural Education for School Reform -- The Role of Social Class -- Culture -- Culture, Race, and Ethnicity -- The Complexity of Culture -- Sociocultural Theory -- Cultural Modeling -- Cultural Repertoires of Practice -- Normalizing Culture in Everyday Practice -- Culturally Responsive Pedagogy -- Seeking Clarity in Culture and Pedagogy -- Empirical and Conceptual Work on Culturally Responsive Pedagogy -- The Importance of Pedagogy -- Programs with Culturally Responsive Teaching -- The Role of Race in Learning -- Interrogating Race -- Race and Education in the United States -- Critical Race Theory: A Framework for Examining Race and Achievement -- Empirical Works Examining race -- Granting Voice to Those Who Rarely Are Heard -- Internalized Racism: Educators of Color and Acts of Exclusion -- Racial Frames of Reference -- Developing Cultural Competence and Racial Awareness in Classroom Teachers -- Cultural Competence -- Critical Self-Reflection on Race and Culture -- Race, Culture, and the Adaptive Unconsciousness -- Racial Awareness -- A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race -- Final Considerations -- Examples of School Success for Culturally Diverse Students -- Stories of School Success -- Visionary Leadership -- Effective Instructional Practices -- Intensive Academic Intervention -- Explicit Acknowledgement of Race -- Parental and Community Engagement -- Final Thoughts. |
| 520 | 1 | . | ‡a"While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes."--BOOK JACKET. |
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| 650 | 0. | ‡aAcademic achievement ‡zUnited States. | |
| 650 | 0. | ‡aMinorities ‡xEducation ‡zUnited States. | |
| 830 | 0. | ‡aMulticultural education series (New York, N.Y.) | |
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