Between the World and the Urban Classroom

Between the World and the Urban Classroom Author George Sirrakos Jr.
ISBN-10 9789463510325
Release 2017-05-12
Pages 20
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Borrowing from the ideas of John Dewey, schools and classrooms are a reflection of the world; therefore, in order to make sense of the urban classroom, we need to make sense of the world. In this book, the editors have compiled a collection of nine critical essays, or chapters, each examining a particular contemporary national and/or international event. The essays each undertake an explicit approach to naming oppression and addressing it in the context of urban schooling. Each essay has a two-fold purpose. The first purpose is to help readers see the world unveiled, through a more critical lens, and to problematize long held beliefs about urban classrooms, with regard to race, gender, social class, equity, and access. Second, as each author draws parallels between an event and urban classrooms, a better understanding of the microstructures that exist in urban classrooms emerges. “At a time of serious political, economic, and social uncertainty, we need a book like this, one that showcases how the world can be seen as a critical site of curriculum and pedagogy. A powerful intersectional analysis of the world, word, and urban sociopolitical context, authors in this book push the boundaries of what educators know and do in urban schools and classrooms. Grounded in frameworks of critical race theory and culturally relevant pedagogy, authors center essential societal moments that must be viewed as the real curriculum. These moments can equip students with tools to examine ‘the what of the world’ as well as how to examine, critique, challenge, and disrupt individual, systemic, and structural realities and practices that perpetuate and maintain a racist, sexist, homophobic, and xenophobic status quo. This is an important, forward-thinking, innovative book – a welcome addition to the field of urban education.” – H. Richard Milner IV, Helen Faison Chair of Urban Education, University of Pittsburgh

Zwischen mir und der Welt

Zwischen mir und der Welt Author Ta-Nehisi Coates
ISBN-10 9783446251953
Release 2016-02-01
Pages 240
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Wenn in den USA schwarze Teenager von Polizisten ermordet werden, ist das nur ein Problem von individueller Verfehlung? Nein, denn rassistische Gewalt ist fest eingewebt in die amerikanische Identität – sie ist das, worauf das Land gebaut ist. Afroamerikaner besorgten als Sklaven seinen Reichtum und sterben als freie Bürger auf seinen Straßen. In seinem schmerzhaften, leidenschaftlichen Manifest verdichtet Ta-Nehisi Coates amerikanische und persönliche Geschichte zu einem Appell an sein Land, sich endlich seiner Vergangenheit zu stellen. Sein Buch wurde in den USA zum Nr.-1-Bestseller und ist schon jetzt ein Klassiker, auf den sich zukünftig alle Debatten um Rassismus beziehen werden.

Hillbilly Elegie

Hillbilly Elegie Author J. D. Vance
ISBN-10 9783843715775
Release 2017-04-07
Pages 304
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Armut und Chaos, Resignation und Gewalt, Drogen und Alkohol: In diesem Teufelskreis befinden sich viele weiße Arbeiterfamilien in den USA – entfremdet von der politischen Führung, abgehängt vom Rest der Gesellschaft und damit anfällig für die einfachen Lösungen von Populisten. Früher konnten sich die „Hillbillys“, die weißen Fabrikarbeiter etwa aus Ohio oder Kentucky, erhoffen, kraft ihrer Arbeit zu bescheidenem Wohlstand zu kommen. Doch spätestens gegen Ende des 20sten Jahrhunderts zog der Niedergang der alten Industrien auch die Arbeiterfamilien in eine Abwärtsspirale, aus der die meisten bis heute keinen Ausweg finden. J. D. Vance ist es anhand der Geschichte seiner Familie wie keinem anderen gelungen, diese ausweglose Situation und die Krise einer ganzen Gesellschaft eindrücklich zu schildern. Sein Buch bewegte Millionen von Lesern in den USA und erklärt nicht zuletzt den Wahltriumph eines Donald Trump.

Handbook of Classroom Management

Handbook of Classroom Management Author Edmund Emmer
ISBN-10 9781135283452
Release 2013-10-31
Pages 1368
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Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.

Teaching music in the urban classroom

Teaching music in the urban classroom Author Carol Frierson-Campbell
ISBN-10 1578864607
Release 2006-04-30
Pages 194
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Examines the issues of music instruction in urban schools and provides political, philosophical, and practical approaches to music education.

The complexities of an urban classroom

The complexities of an urban classroom Author Louis Milde Smith
ISBN-10 STANFORD:36105033419339
Release 1968
Pages 277
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The complexities of an urban classroom has been writing in one form or another for most of life. You can find so many inspiration from The complexities of an urban classroom also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The complexities of an urban classroom book for free.

Success in the Urban Classroom

Success in the Urban Classroom Author
ISBN-10 OSU:32435069829414
Release 2002
Pages 76
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Success in the Urban Classroom has been writing in one form or another for most of life. You can find so many inspiration from Success in the Urban Classroom also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Success in the Urban Classroom book for free.

Theory and Educational Research

Theory and Educational Research Author Jean Anyon
ISBN-10 9781135854447
Release 2008-08-18
Pages 216
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Most empirical researchers avoid the use of theory in their studies, providing data but little or no social explanation. Theoreticians, on the other hand, rarely test their ideas with empirical projects. As this groundbreaking volume makes clear, however, neither data nor theory alone is adequate to the task of social explanation—rather they form and inform each other as the inquiry process unfolds. Theory and Educational Research bridges the age-old theory/research divide by demonstrating how researchers can use critical social theory to determine appropriate empirical research strategies, and extend the analytical, critical – and sometimes emancipatory – power of data gathering and interpretation. Each chapter models a theoretically informed empiricism that places the data research yields in constant conversation with theoretical arsenals of powerful concepts. Personal reflections following each chapter chronicle the contributors’ trajectories of struggle and triumph utilizing theory and its powers in research. In the end this rich collection teaches education scholars how to deliberately engage with critical social theory in research to produce work that is simultaneously theoretically inspired, politically engaged, and empirically evocative.

Critical Literacy and Urban Youth

Critical Literacy and Urban Youth Author Ernest Morrell
ISBN-10 9781135599843
Release 2015-07-22
Pages 272
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Critical Literacy and Urban Youth offers an interrogation of critical theory developed from the author’s work with young people in classrooms, neighborhoods, and institutions of power. Through cases, an articulated process, and a theory of literacy education and social change, Morrell extends the conversation among literacy educators about what constitutes critical literacy while also examining implications for practice in secondary and postsecondary American educational contexts. This book is distinguished by its weaving together of theory and practice. Morrell begins by arguing for a broader definition of the "critical" in critical literacy – one that encapsulates the entire Western philosophical tradition as well as several important "Othered" traditions ranging from postcolonialism to the African-American tradition. Next, he looks at four cases of critical literacy pedagogy with urban youth: teaching popular culture in a high school English classroom; conducting community-based critical research; engaging in cyber-activism; and doing critical media literacy education. Lastly, he returns to theory, first considering two areas of critical literacy pedagogy that are still relatively unexplored: the importance of critical reading and writing in constituting and reconstituting the self, and critical writing that is not just about coming to a critical understanding of the world but that plays an explicit and self-referential role in changing the world. Morrell concludes by outlining a grounded theory of critical literacy pedagogy and considering its implications for literacy research, teacher education, classroom practice, and advocacy work for social change.

Peace corps fellows enter the urban classroom

Peace corps fellows enter the urban classroom Author Ruth Bombaugh
ISBN-10 UOM:39015034016280
Release 1995
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Peace corps fellows enter the urban classroom has been writing in one form or another for most of life. You can find so many inspiration from Peace corps fellows enter the urban classroom also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Peace corps fellows enter the urban classroom book for free.

Urban classroom portraits

Urban classroom portraits Author Mary E. Bredemeier
ISBN-10 STANFORD:36105033070785
Release 1988-10
Pages 269
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Urban classroom portraits has been writing in one form or another for most of life. You can find so many inspiration from Urban classroom portraits also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Urban classroom portraits book for free.

Teaching Black Girls

Teaching Black Girls Author Venus E. Evans-Winters
ISBN-10 0820471038
Release 2005-01
Pages 185
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Evans-Winters (education and sociology, Illinois Wesleyan U.) explores the questions of how some Black urban girls succeed versus why some are resilient in the face of adversity. She finds the attitudes about education of adults in the lives of Black young women, including those in their families, schools, churches and communities are essential, and that their expectations for success, whether through practical help or at the more theoretical level of co-narration, should become a critical component of urban education. Evans-Winters's three-year ethnography combines theory, practice, and research to provide support for educators of students living in a world where privilege is afforded primarily to those who are white, wealthy, and male.

Adolescents Rewrite their Worlds

Adolescents Rewrite their Worlds Author Vivian Yenika-Agbaw
ISBN-10 9781475813241
Release 2015-01-22
Pages 160
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Adolescents Rewrite their Worlds: Using Literature to Illustrate Writing Forms offers alternative ways teachers can engage young adolescents with the writing process using literature. The contributors discuss the values of writing in twenty-first-century classrooms and global societies, remarking that writing is first a personal exploration that is informed by cultural practices. Therefore culture is quite central in how we approach, explore, and express through any medium. The chapters consider ways to motivate students to become critically-conscious and active writers who are aware of their surrounding world, and the competing multiple discourses in which they are positioned. This requires intimate knowledge of audience, purpose, and genre and/or writing forms. We provide practical advice for teachers who wish to guide their students toward these goals. Additional features of this book include: Authors/Contributors’ professional experiences of teaching writing using literature Practical pedagogical practices that may transform the way teachers teach writing and use literature Interviews with authors that give insight into their writing process Writing practices for twenty-first-century adolescents using new literacies

Improving Urban Science Education

Improving Urban Science Education Author Kenneth George Tobin
ISBN-10 0742537056
Release 2005-01-01
Pages 346
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Many would argue that the state of urban science education has been static for the past several decades and that there is little to learn from it. Rather than accepting this deficit perspective, Improving Urban Science Education strives to recognize and understand the successes that exist there by systematically documenting seven years of research into issues salient to teaching and learning in urban high school science classes. Grounded in the post structuralism of William Sewell_and brought to life through the experiences of different students, teachers, and school settings in Philadelphia_this book shows how teachers and students can work together to enact meaningful science education when social and cultural differences as well as inappropriate curricula often make the challenges seem insurmountable. Chapters contain rich images of urban youth and each strives to offer insights into problems and suggestions for resolving them. Most significant, in spite of the challenges, the research offers hope and shows that fresh approaches to teaching and learning can lead students_some who have already been pronounced academic, even societal, failures_to becoming avid and deep learners of science.

Teaching social studies in the urban classroom

Teaching social studies in the urban classroom Author Thomas P. Weinland
ISBN-10 UOM:39015025541064
Release 1972
Pages 204
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Teaching social studies in the urban classroom has been writing in one form or another for most of life. You can find so many inspiration from Teaching social studies in the urban classroom also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Teaching social studies in the urban classroom book for free.

Students Spontaneous Joking in an Urban Classroom

Students  Spontaneous Joking in an Urban Classroom Author Elizabeth Radin Simons
ISBN-10 UCAL:C3364810
Release 1990
Pages 432
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Students Spontaneous Joking in an Urban Classroom has been writing in one form or another for most of life. You can find so many inspiration from Students Spontaneous Joking in an Urban Classroom also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Students Spontaneous Joking in an Urban Classroom book for free.

Education Inputs in Uganda

Education Inputs in Uganda Author Harriet Nannyonjo
ISBN-10 9780821370575
Release 2007-01-01
Pages 89
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This report is based on a study prompted by the need for improved effectiveness in the use of education resources in Uganda. Uganda's problem with increasing resource constraints for education is common in many developing countries and the lessons learned in this study may be of broad interest. Currently, Uganda allocates over 31 percent of its discretionary recurrent expenditure to education and 67 percent of this is allocated to primary education. Given increasing pressures on the budgets, there is need to implement strategies focusing on those inputs most likely to improve student learning. A major impediment to rational decision making in this area is lack of knowledge about what interventions work best and under what circumstances. Without this knowledge, Government may continue spending scarce resources on inputs that may not directly contribute to student learning achievement.