Rise for Racial Justice: How to Talk About Race with Schools and Communities, Colette N. Cann, Kimberly Williams Brown, Meredith Madden

Автор: Colette N. Cann, Kimberly Williams Brown, Meredith Madden
Название: Rise for Racial Justice: How to Talk About Race with Schools and Communities
ISBN: 080776714X ISBN-13(EAN): 9780807767146
Издательство: Mare Nostrum (Eurospan)
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Цена: 40650.00 T
Наличие на складе: Нет в наличии.
Описание: Offers a unique contribution to the discussion about antiracism training for K-12 school communities. The authors draw on the experiences of antiracism facilitators as they teach about race, racism, and racial justice, and share curricula, pedagogical strategies, tools, and practices that support the learning and engagement.

Автор: Miller Sj
Название: About Gender Identity Justice in Schools and Communities
ISBN: 0807761664 ISBN-13(EAN): 9780807761663
Издательство: Mare Nostrum (Eurospan)
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Цена: 83160.00 T
Наличие на складе: Невозможна поставка.
Описание: What is gender identity justice, why does it matter, and what are the implications for not doing this work in today`s schools? This book opens up spaces where evolving, indeterminate gender identities will be understood and recognized as asset-based, rich sources for learning literacy and literacy learning.

Автор: Kinloch Valerie, Nemeth Emily A., Butler Tamara T.
Название: Where Is the Justice? Engaged Pedagogies in Schools and Communities
ISBN: 0807766003 ISBN-13(EAN): 9780807766002
Издательство: Mare Nostrum (Eurospan)
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Цена: 123810.00 T
Наличие на складе: Нет в наличии.
Описание: An inspirational book about engaged pedagogies, an approach to teaching and learning that centres dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working to create transformative practices within and beyond public school classrooms.

Автор: Kinloch Valerie, Nemeth Emily A., Butler Tamara T.
Название: Where Is the Justice? Engaged Pedagogies in Schools and Communities
ISBN: 0807765996 ISBN-13(EAN): 9780807765999
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 41580.00 T
Наличие на складе: Нет в наличии.
Описание: An inspirational book about engaged pedagogies, an approach to teaching and learning that centres dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working to create transformative practices within and beyond public school classrooms.

Автор: Ann M. Ishimaru, James A. Banks
Название: Just Schools: Building Equitable Collaborations with Families and Communities
ISBN: 0807763209 ISBN-13(EAN): 9780807763209
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 116430.00 T
Наличие на складе: Нет в наличии.
Описание: Examines the challenges and possibilities for building more equitable forms of collaboration among non-dominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity, and foster collective capacity.

Название: Indigenous Education: A Learning Journey for Teachers, Schools and Communities
ISBN: 9460918867 ISBN-13(EAN): 9789460918865
Издательство: Brill
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Цена: 51800.00 T
Наличие на складе: Невозможна поставка.
Описание: Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school.Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities.This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.

Название: Indigenous Education: A Learning Journey for Teachers, Schools and Communities
ISBN: 9460918875 ISBN-13(EAN): 9789460918872
Издательство: Brill
Рейтинг:
Цена: 119540.00 T
Наличие на складе: Невозможна поставка.
Описание: Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school.Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities.This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.

Автор: Loyce Caruthers
Название: Great Expectations: What Kids Want From Our Urban Public Schools
ISBN: 1681234408 ISBN-13(EAN): 9781681234403
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 50820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores meaningful and effective use of student voice in urban school renewal efforts through strategies that include: surveys, interviews, focus groups, visual and video projects, social media, and student participation in governance. Chapters provide a definition of student voice, context for public schooling in the United States, and introduce a framework for including student voice in school renewal processes. Examples guide readers to implementation of the framework to include student voices in diverse educational settings. Authentic voices of approximately 175 students interviewed by the authors express what it is that they really want from public schools and how pre K-12 educators can provide a structure for ongoing student participation in governance and the work of the school. The existing literature explores student characteristics such as poverty, cultural diversity, and what the experts believe students need public schools to provide. Within the research, urban public schools and technical reform are often explored and examined separately from conversations about what students want from schools, excluding opportunities for their voices and diverse perspectives to be heard. Listening to students describe instances of bullying or teachers’ low academic expectations provides educators with opportunities to address issues that impede student learning. The uniqueness of this framework for including student voice is that it provides multiple opportunities for students in any grade level to tell us what it is they want from public schools, and to make meaningful and lasting contributions to school renewal efforts.

Автор: Loyce Caruthers
Название: Great Expectations: What Kids Want From Our Urban Public Schools
ISBN: 1681234416 ISBN-13(EAN): 9781681234410
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores meaningful and effective use of student voice in urban school renewal efforts through strategies that include: surveys, interviews, focus groups, visual and video projects, social media, and student participation in governance. Chapters provide a definition of student voice, context for public schooling in the United States, and introduce a framework for including student voice in school renewal processes. Examples guide readers to implementation of the framework to include student voices in diverse educational settings. Authentic voices of approximately 175 students interviewed by the authors express what it is that they really want from public schools and how pre K-12 educators can provide a structure for ongoing student participation in governance and the work of the school. The existing literature explores student characteristics such as poverty, cultural diversity, and what the experts believe students need public schools to provide. Within the research, urban public schools and technical reform are often explored and examined separately from conversations about what students want from schools, excluding opportunities for their voices and diverse perspectives to be heard. Listening to students describe instances of bullying or teachers’ low academic expectations provides educators with opportunities to address issues that impede student learning. The uniqueness of this framework for including student voice is that it provides multiple opportunities for students in any grade level to tell us what it is they want from public schools, and to make meaningful and lasting contributions to school renewal efforts.

Автор: Inmaculada M. Garcia-Sanchez, Marjorie Faulstich Orellana
Название: Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups
ISBN: 1138597880 ISBN-13(EAN): 9781138597884
Издательство: Taylor&Francis
Рейтинг:
Цена: 42870.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant groups can be used as centre points for classroom learning.

Автор: Inmaculada M. Garcia-Sanchez, Marjorie Faulstich Orellana
Название: Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups
ISBN: 1138597872 ISBN-13(EAN): 9781138597877
Издательство: Taylor&Francis
Рейтинг:
Цена: 148010.00 T
Наличие на складе: Невозможна поставка.
Описание: Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant groups can be used as centre points for classroom learning.

Автор: Ishimaru Ann M.
Название: Just Schools: Building Equitable Collaborations with Families and Communities
ISBN: 0807763195 ISBN-13(EAN): 9780807763193
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 30890.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Just Schools examines the challenges and possibilities for building more equitable forms of collaboration among non-dominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity and agency, and foster collective capacity through collective inquiry. These processes offer promising possibilities for improving student learning, transforming educational systems, and developing robust partnerships that build on the resources, expertise, and cultural practices of non-dominant families. Based on empirical research and inquiry-driven practice, this book describes core concepts and provides multiple examples of effective practices.Book Features: Broadens the dominant conception of leadership to include traditionally marginalized parents and communities as potential educational leaders. Explores partnerships from both a system-wide and in-school basis, with detailed portraits of what is possible. Translates theoretical principles at multiple scales: systemic, school, and individual practice. Shares studies focused on a broad range of contexts, strategies, and practices for enacting equitable collaboration with families.