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Author: Marianna G. J. F. Valdez Publisher: ISBN: Category : Academic achievement Languages : en Pages : 342
Book Description
The atmosphere of many public schools is marked by a dire emphasis on high-stakes achievement testing for all students, yet socioeconomic and minority achievement gaps persist. Researchers have emphasized the protective and beneficial aspects of students' and teachers' sense of community (e.g., their belonging, identification, membership, and emotional connection) within the school setting, but there is recognition that more work is needed to understand the mechanisms of those beneficial influences. Two areas of research that have not been fully explored in conjunction with sense of community are ethnic identity and poverty. Poverty has been examined as a demographic variable, but not with deep understanding of students' experiences with poverty or teachers' attributions towards poverty and low SES students.
Author: Marianna G. J. F. Valdez Publisher: ISBN: Category : Academic achievement Languages : en Pages : 342
Book Description
The atmosphere of many public schools is marked by a dire emphasis on high-stakes achievement testing for all students, yet socioeconomic and minority achievement gaps persist. Researchers have emphasized the protective and beneficial aspects of students' and teachers' sense of community (e.g., their belonging, identification, membership, and emotional connection) within the school setting, but there is recognition that more work is needed to understand the mechanisms of those beneficial influences. Two areas of research that have not been fully explored in conjunction with sense of community are ethnic identity and poverty. Poverty has been examined as a demographic variable, but not with deep understanding of students' experiences with poverty or teachers' attributions towards poverty and low SES students.
Author: Patricia A. Alexander Publisher: Psychology Press ISBN: 0805849378 Category : Education Languages : en Pages : 1048
Book Description
Provides coverage of the field of educational psychology. This book includes topics, such as, adult development, self-regulation, changes in knowledge and beliefs, and writing. It is useful to scholars, teacher educators, practitioners, policy makers, and academic libraries. It is also suitable for graduate level courses in educational psychology.
Author: Leslie S. Kaplan Publisher: SAGE Publications ISBN: 1071803956 Category : Education Languages : en Pages : 590
Book Description
Now published by SAGE! A modern and comprehensive introduction to the field, Foundations of Education makes core topics in education accessible and personally meaningful to students pursuing a career within the education profession. In a clear and direct prose, authors Leslie S. Kaplan and William A. Owings offer readers the breadth of coverage, scholarly depth, and conceptual analysis of contemporary issues that will help them gain a realistic and insightful perspective of the field. In addition to classic coverage of foundational topics such as educational philosophy, history, reform, law, and finance, the newly-revised Third Edition features a special emphasis on social justice issues, considers key debates around today’s education trends, and underscores the theory and practice behind meeting the needs of all learners. This title is accompanied by a complete teaching and learning package.
Author: Karen Symms Gallagher Publisher: Routledge ISBN: 1136869824 Category : Education Languages : en Pages : 394
Book Description
Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.
Author: Terence Lovat Publisher: Springer Science & Business Media ISBN: 9048186757 Category : Education Languages : en Pages : 1011
Book Description
Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth – elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as ‘values education’ widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to ‘values’ and ‘wellbeing’. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person – social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a ‘values and wellbeing’ pedagogy.
Author: Paula Anita Murphy Publisher: ISBN: Category : Middle school teachers Languages : en Pages : 114
Book Description
The purpose of this correlational study was to investigate the relationship between sense of community and job satisfaction among middle school teachers in an urban school district. This study is important because it helps to develop an understanding of how the cultivation of sense of community is related to job satisfaction and provides insight in middle school urban learning environments. This study examined the relationship between sense of community and job satisfaction where social interaction occurs in an educational setting. The theories guiding this research were McMillan and Chavis’ sense of community theory as it relates to sense of community and Maslow’s theory of hierarchal needs as it relates to job satisfaction. The sample size for this research included 113 middle school teachers from an urban school district located in northeast Georgia. The participants were surveyed using the Sense of Community Scale (SCI-2) as the predictor variable and the Job Satisfaction Scale (JSS) as the criterion variable. In examining the relationship between two variables, a bivariate regression was used to determine if sense of community was a predictor for job satisfaction. Based on the data collected within this study, urban middle school teachers’ sense of community was found to predict their level of job satisfaction. Suggestion for future research includes additional research on how teachers’ sense of community impacts traits including attrition, self-efficacy, and student performances and how moderating variables such as online learning platforms and school safety relate to job satisfaction. Future research should also include exploring other theoretical models that could provide some valuable insights and consider how these constructs operate in a more diverse context.
Author: Eric Jensen Publisher: ASCD ISBN: 1416612106 Category : Education Languages : en Pages : 194
Book Description
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Marianna G. J. F. Valdez
Author: Marianna G. J. F. Valdez
Author: John E. Donlan
Author: 
Author: Patricia A. Alexander
Author: Leslie S. Kaplan
Author: Karen Symms Gallagher
Author: Terence Lovat
Author: Paula Anita Murphy
Author: Eric Jensen
Author: Joyce L. Epstein