This timely book, Making College Better: Views from the Top, offers more rational and practical responses to that public outcry by allowing college presidents and chancellors from a wide variety of postsecondary institutions the opportunity to address, in measured ways, many complex issues and how they might be untangled.
In the fall of 2000 the Flandreau Indian School began a reform effort called Success Academy, aimed at preparing all of its students for post-secondary education. Throughout all aspects of Success Academy programming, students' American Indian identities are affirmed, honored and incorporated into school culture. Ethnicity matters in each and every aspect of Success Academy.
Today's College Students: A Reader looks at a wide variety of student groups and identities, which sets it apart from other texts on contemporary college students that do not cover such a broad spectrum.
Today's College Students: A Reader looks at a wide variety of student groups and identities, which sets it apart from other texts on contemporary college students that do not cover such a broad spectrum.
Beyond Progress and Marginalization
Beyond Progress and Marginalization
Suitable for teachers, school administrators, educational scholars, and students who have an interest in making schools a vital community resource, this study attempts to restore CSL's philosophical bearings, arguing that there are particular understandings of its components that imply particular kinds of educational practices.
Illuminating hip-hop as an important cultural practice and a global social movement, this title highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop.
Illuminating hip-hop as an important cultural practice and a global social movement, this title highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop.
Living on the Edge: Rethinking Poverty, Class and Schooling, Second Edition confronts one of the most enduring and controversial issues in education-the nexus between poverty and underachievement.
Becoming Educated examines the education of young people, especially those from the most `disadvantaged' contexts. This book shifts the focus to matters such as taking social class into consideration, puncturing notions of poverty and disadvantage, understanding neighborhoods as places of hope and creating spaces within which to listen to young peoples' aspirations.
As many young adults continue to disengage with learning each day, teachers and administrators struggle to find programming that re-engages secondary students with their schooling and communities. This book profiles one program that succeeds in doing so, and should serve as a model for others.
The Dynamic Student Development Metatheodel (DSDM) is a meta-theory based on empirically based inferences drawn from a national survey entitled the University Learning Outcomes Assessment (UniLOA).
A Culture of Refusal is a unique attempt at representing a set of what William Ayers calls «multiply-marginalized» adolescents, situating the voices of migrant and incarcerated youth within out-of-school contexts ¿ in the fields and the streets, and ultimately, in the jails ¿ where these youth live and develop their own cultures of refusal. By exploring and analyzing these environments, this book searches for the ways in which a pragmatic, pro-active response to societal and institutional racism and violence may be nurtured through the adolescents¿ own lives and literacies.
Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.
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