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Author: Bruce L. Wilson
Publisher: SUNY Press
Published: 2001-01-11
Total Pages: 156
ISBN-13: 9780791448397
DOWNLOAD EBOOK →Independent researchers interview urban middle school students to get their impressions of the teachers that help them to succeed in schools.
Author: Bruce L. Wilson
Publisher: State University of New York Press
Published: 2001-01-11
Total Pages: 156
ISBN-13: 0791491277
DOWNLOAD EBOOK →According to the many student voices in this book, urban middle school students want teachers who "stay on them" to complete their work, maintain orderly classrooms, give them the extra help they need to succeed, explain their work clearly, draw on a variety of teaching strategies, and make their work relevant and meaningful. This book, rich in detail, brings these inner-city students' perspectives to life and issues a compelling call for urban school reform that actually touches students' daily lives.
Author: Inda Schaenen
Publisher: The New Press
Published: 2014-07-01
Total Pages: 273
ISBN-13: 1595589813
DOWNLOAD EBOOK →Fourth grade is ground zero in the fierce debates about education reform in America. It's when kids (well, some of them) make the shift from “learning to read” to “reading to learn,” and tomes have been written about the fourth-grade year by educators, administrators, philosophers, and pundits. Now, in a fascinating and groundbreaking book, Inda Schaenen adds the voices of actual fourth-grade kids to the conversation. Schaenen, a journalist turned educator, spent a year traveling across the state of Missouri, the geographical and spiritual center of the country, visiting fourth-grade classrooms of every description: public, private, urban, rural, religious, charter. Speaking of Fourth Grade looks at how our different approaches to education stack up against one another and chronicles what kids at the heart of our great, democratic education experiment have to say about “What Makes a Good Teacher” and “What Makes a Good Student,” as well as what they think about the Accelerated Reader programs that dominate public school classrooms, high-stakes testing, and the very purpose of school in the first place. A brilliant and original work at the intersection of oral history, sociology, and journalism, Speaking of Fourth Grade offers unique insight into the personal consequences of national education policy. The voices of the children in Speaking of Fourth Grade will stay with readers—parents, teachers, and others—for many years to come.
Author: Pia Lindquist Wong
Publisher: State University of New York Press
Published: 2009-03-17
Total Pages: 287
ISBN-13: 1438426003
DOWNLOAD EBOOK →Provides insights into university partnerships with urban schools.
Author: Brian D. Schultz
Publisher: IAP
Published: 2011-01-01
Total Pages: 235
ISBN-13: 1617351733
DOWNLOAD EBOOK →This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children’s perspectives about teaching and curriculum has the potential for increasing students’ interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice. Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and curriculum in the contested educational landscape.
Author: Courtney E. Martin
Publisher: Little, Brown
Published: 2021-08-03
Total Pages: 397
ISBN-13: 0316428256
DOWNLOAD EBOOK →This "provocative and personally searching"memoir follows one mother's story of enrolling her daughter in a local public school (San Francisco Chronicle), and the surprising, necessary lessons she learned with her neighbors. From the time Courtney E. Martin strapped her daughter, Maya, to her chest for long walks, she was curious about Emerson Elementary, a public school down the street from her Oakland home. She learned that White families in their gentrifying neighborhood largely avoided the majority-Black, poorly-rated school. As she began asking why, a journey of a thousand moral miles began. Learning in Public is the story, not just Courtney’s journey, but a whole country’s. Many of us are newly awakened to the continuing racial injustice all around us, but unsure of how to go beyond hashtags and yard signs to be a part of transforming the country. Courtney discovers that her public school, the foundation of our fragile democracy, is a powerful place to dig deeper. Courtney E. Martin examines her own fears, assumptions, and conversations with other moms and dads as they navigate school choice. A vivid portrait of integration’s virtues and complexities, and yes, the palpable joy of trying to live differently in a country re-making itself. Learning in Public might also set your family’s life on a different course forever.
Author: Loyce Ellenor Caruthers
Publisher: Information Age Publishing
Published: 2016
Total Pages: 0
ISBN-13: 9781681234410
DOWNLOAD EBOOK →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.
Author: William T. Pink
Publisher: Springer
Published: 2017-01-06
Total Pages: 1349
ISBN-13: 3319403176
DOWNLOAD EBOOK →This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.
Author: Reba Neukom Page
Publisher: SUNY Press
Published: 1990-01-01
Total Pages: 272
ISBN-13: 9780791404690
DOWNLOAD EBOOK →Sharing methods and orientations of the interpretive paradigm, the contributors to this book sharpen our understanding of the school's differentiating function. They analyze issues and clarify persistent contradictions in traditional studies of curriculum differentiation and tracking by examining schools and classrooms and describing the processes and contexts in which curriculum differentiation produces both its intended and unintended effects. Curriculum Differentiation focuses on student's creation of meaning from differentiated classroom ecperiences. It studies lower-track students, analyzes the experiences of students in alternative programs, and contrasts the experiences of honor students in two different schools. It also offers teachers' perspectives, and analyzes curriculum differentiation from a district or system perspective. The authors challenge notions that curriculum differentiation is a neutral, necessary response to individual differences, or that it has an adverse impact on students. Professional educators interested in understanding and improving the means by which high schools carry out the nearly impossible mandate of equitably distributing "humanized" knowledge while accommodating diversity will find this book an important resource.
Author: Karen A. McClafferty
Publisher: SUNY Press
Published: 2000-02-03
Total Pages: 376
ISBN-13: 9780791444337
DOWNLOAD EBOOK →Presents current research and theoretical perspectives on the challenges facing educators in U.S. urban schools.
