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Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap 2nd New edition [Minkštas viršelis]

4.18/5 (438 ratings by Goodreads)
  • Formatas: Paperback / softback, 256 pages, aukštis x plotis x storis: 226x154x12 mm, weight: 355 g
  • Serija: Multicultural Education Series
  • Išleidimo metai: 29-Dec-2017
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807758795
  • ISBN-13: 9780807758793
Kitos knygos pagal šią temą:
Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap 2nd New editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 256 pages, aukštis x plotis x storis: 226x154x12 mm, weight: 355 g
  • Serija: Multicultural Education Series
  • Išleidimo metai: 29-Dec-2017
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807758795
  • ISBN-13: 9780807758793
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780807758793.html
Raktažodžiai:

This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty.

The Second Edition features two new chapters—“Embracing a Structural View of Poverty and Education: Ditching Deficit Ideology and Quitting Grit” and “Cultivating School Change through Equity Literacy: Commitments and Strategies for School and District Leaders”—plus extensive revisions throughout based on newly available research and lessons from the author’s professional development work. Gorski outlines the dangers of “grit” and deficit perspectives as responses to educational disparities; offers research-informed, on-the-ground strategies for teaching and leading with equity literacy; and provides expanded lists of resources and readings to support transformative equity work in high-poverty and mixed-class schools.

Written in an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts.

Book Features:

  • Offers a research-informed alternative to popular simplistic approaches that undermine genuine efforts at educational equity.
  • Outlines evidence-based strategies, policies, and practices that strengthen the educational success of students experiencing poverty.
  • Incorporates vignettes to help readers reflect on key points and apply the Equity Literacy framework to classroom- and school-based scenarios.
  • Embraces an intersectional approach to recognizing how class and poverty interact with race, gender, language, (dis)ability, and other dimensions of identity and experience.
  • Includes an updated Poverty and Class Awareness Quiz.

Recenzijos

"A must-read for educators in schools of all kinds. This accessible, highly relevant book empowers teachers with tools they can use today. Read it, talk about it with your friends and colleagues, and use it as a guide for your next project in educational activism! Our students school experiences will surely be better for it."



Rethinking Schools "Recommended for any educator or those who support them superintendent, principal, teacher, teacher candidate, board member Gorskis logic is unparalleled."



School Administrator "Provides a good overview of the topic, delivers clear, well-researched information, and helps all educators expand their knowledge of poverty and social class."



Choice (C)ommunication center professionals will find this excellent book a useful resource for beginning conversations about class inequities in their centers and for educating themselves about barriers faced by students in poverty before they reach our institutions.



Communication Center Journal

Series Foreword xi
James A. Banks
Acknowledgments xix
1 Introduction
1(12)
Definitions and Distinctions
6(3)
Two Important Conceptual Shifts
9(1)
The Remainder of the Book
10(2)
Reflection Questions and Exercises
12(1)
2 Imagining Equitable Classrooms and Schools for Students Experiencing Poverty: An Equity Literacy Approach
13(24)
Introducing Equity Literacy
16(3)
What the "Equity" Means in Equity Literacy
19(1)
The Four Abilities of Equity Literacy
20(3)
Equity Literacy Principles for Educators
23(12)
Conclusion
35(1)
Reflection Questions and Exercises
35(2)
3 The Inequity Mess We're In: A Class and Poverty Primer
37(20)
Poverty Awareness Quiz
37(3)
An Introduction to Poverty, Wealth, and Economic Inequality
40(7)
The Unequal Distribution of Poverty
47(8)
Conclusion
55(1)
Reflection Questions and Exercises
55(2)
4 Embracing a Structural View of Poverty and Education: Ditching Deficit Ideology and Quitting Grit
57(10)
Poverty Attribution and the Importance of Ideology
57(3)
The Dangers of Deficit Ideology
60(1)
Meet Deficit Ideology's Cousin, Grit
61(2)
The Hope of Structural Ideology
63(1)
An Exercise in Structural Framing and Language
64(1)
Conclusion
65(1)
Reflection Questions and Exercises
66(1)
5 The Trouble with the "Mindset of Poverty" and Other Stereotypes about People Experiencing Poverty
67(18)
A Hint of Truth? The Nature of Poverty Stereotyping
71(2)
Misperceivers Are We: Questioning Common Stereotypes about Families Experiencing Poverty
73(9)
The Dangers of Stereotypes and Stereotype Threat
82(2)
Conclusion
84(1)
Reflection Questions and Exercises
84(1)
6 Class Inequities Beyond School Walls and Why They Matter at School
85(14)
The Unlevel Playing Field of Poverty
87(9)
Why the "Achievement Gap" Is Really an Opportunity Gap
96(2)
Conclusion
98(1)
Reflection Questions and Exercises
98(1)
7 The Achievement---er, Opportunity---Gap in School
99(24)
The Great Unequalizer?
102(14)
Opportunity Gaps and Neoliberal School Reform
116(6)
Conclusion
122(1)
Reflection Questions and Exercises
122(1)
8 Teaching Students Experiencing Poverty in Effective, Equitable, and Even Data-Informed Ways: Curricular and Pedagogical Strategies
123(20)
A Couple Caveats
124(1)
Instructional Strategies That Work
125(16)
Conclusion
141(1)
Reflection Questions and Exercises
142(1)
9 The Mother of All Strategies: Nurturing Equity-Informed Relationships with Students and Families
143(18)
Equity-Informed Relational Commitments
144(14)
Conclusion
158(1)
Reflection Questions and Exercises
159(2)
10 Cultivating School Change through Equity Literacy: Commitments and Strategies for School and District Leaders
161(16)
Shaping Institutional Culture around an Ethic of Equity
163(5)
Cultivating Equity Literacy in Faculty and Staff
168(4)
Creating Policies and Practices to Redistribute Access and Opportunity
172(4)
Conclusion
176(1)
Reflection Questions and Exercises
176(1)
11 Expanding Our Spheres of Influence: Advocating Change for the Educational and Societal Good
177(10)
Policy Advocacy for Educational Equity
178(5)
Policy Advocacy for Societal Justice
183(2)
Conclusion
185(1)
Reflection Questions and Exercises
185(2)
Conclusion 187(4)
References 191(24)
Name Index 215(6)
Subject Index 221(12)
About the Author 233
Paul C. Gorski is associate professor in the School of Integrative Studies (SIS) at George Mason University and the founder of EdChange (www.EdChange.org).