A First Look at the 5Essentials in Illinois Schools PDF Download

Author: Joshua Klugman
Publisher:
ISBN: 9780990956327
Category :
Languages : en
Pages :

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Author: Glenn E. Singleton
Publisher: Corwin Press
ISBN: 1412992664
Category : Education
Languages : en
Pages : 361

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"Since the highly acclaimed Courageous Conversations About Race offered educators a frame work and tools for promoting racial equity, many schools have implemented the Courageous Conversations Protocol. Now ... in a book that's rich with anecdote, Singleton celebrates the successes, outlines the difficulties, and provides specific strategies for moving Courageous Conversations from racial equity theory to practice at every level, from the classroom to the school superintendent's office"--Back cover.

Author: Charles Bell
Publisher: JHU Press
ISBN: 1421442469
Category : Education
Languages : en
Pages : 201

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"Decades of urban disinvestment and poverty have made educational attainment for Black youth more vital than at any time in recent history. Yet, in their pursuit of quality education, many Black families are burdened by challenging barriers, most notably, school punishment"--

Author: Christopher A. Lubienski
Publisher: University of Chicago Press
ISBN: 022608907X
Category : Education
Languages : en
Pages : 299

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Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.

Author: Juanjo Mena
Publisher: Springer Nature
ISBN: 303079833X
Category : Education
Languages : en
Pages : 300

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This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

Author: Erin Mikulec
Publisher:
ISBN: 9781645040446
Category : Education
Languages : en
Pages : 210

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Movements such as the Women's March on Washington and #MeToo have created a national dialogue about the sexual harassment of women that is still prevalent in the 21st century in the United States. While there are many factors that play into how girls are socialized to conform to traditional gender roles, school plays a significant part in this process. For instance, every fall, there are news stories about dress code standards for girls and young women in schools throughout the country, with district spokespersons often citing that girls create a "distraction" to the boys in their classes. The problem, therefore, is framed in terms of a higher value placed on the learning of boys than the agency that girls have over their own bodies. This book, which takes an intersectionality approach to the topic, seeks to explore the ways in which girls are sexualized through school practices, beginning as early as pre-school and continuing through all levels of education into their adult lives. The book will examine how schools serve as gendered spaces and genderizing spaces that reinforce societal norms and expectations for girls and young women. Distraction: Girls, School, and Sexuality is suitable for undergraduate and graduate course in women's and gender studies.

Author: Anne Haas Dyson
Publisher: Routledge
ISBN: 1317567226
Category : Education
Languages : en
Pages : 175

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Through analysis of case studies of young children (ages 3 to 8 years), situated in different geographic, cultural, linguistic, political, and socioeconomic sites on six continents, this book examines the interplay of childhoods, schooling, and, literacies. Written language is situated within particular childhoods as they unfold in school. A key focus is on children’s agency in the construction of their own childhoods. The book generates diverse perspectives on what written language may mean for childhoods. Looking at variations in the complex relationships between official (curricular) visions and unofficial (child-initiated) visions of relevant composing practices and appropriate cultural resources, it offers, first, insight into how those relationships may change over time and space as children move through early schooling, and, second, understanding of the dynamics of schools and the experience of childhoods through which the local meaning of school literacy is formulated. Each case—each child in a particular sociocultural site—does not represent an essentialized nation or a people but, rather, a rich, processual depiction of childhood being constructed in particular local contexts and the role, if any, for composing.

Author: Jon N. Hale
Publisher: Columbia University Press
ISBN: 0231541821
Category : History
Languages : en
Pages : 317

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Created in 1964 as part of the Mississippi Freedom Summer, the Mississippi Freedom Schools were launched by educators and activists to provide an alternative education for African American students that would facilitate student activism and participatory democracy. The schools, as Jon N. Hale demonstrates, had a crucial role in the civil rights movement and a major impact on the development of progressive education throughout the nation. Designed and run by African American and white educators and activists, the Freedom Schools counteracted segregationist policies that inhibited opportunities for black youth. Providing high-quality, progressive education that addressed issues of social justice, the schools prepared African American students to fight for freedom on all fronts. Forming a political network, the Freedom Schools taught students how, when, and where to engage politically, shaping activists who trained others to challenge inequality. Based on dozens of first-time interviews with former Freedom School students and teachers and on rich archival materials, this remarkable social history of the Mississippi Freedom Schools is told from the perspective of those frequently left out of civil rights narratives that focus on national leadership or college protestors. Hale reveals the role that school-age students played in the civil rights movement and the crucial contribution made by grassroots activists on the local level. He also examines the challenges confronted by Freedom School activists and teachers, such as intimidation by racist Mississippians and race relations between blacks and whites within the schools. In tracing the stories of Freedom School students into adulthood, this book reveals the ways in which these individuals turned training into decades of activism. Former students and teachers speak eloquently about the principles that informed their practice and the influence that the Freedom School curriculum has had on education. They also offer key strategies for further integrating the American school system and politically engaging today's youth.

Author: Anthony S. Bryk
Publisher: University of Chicago Press
ISBN: 0226078019
Category : Education
Languages : en
Pages : 328

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In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

Author: National Middle School Association
Publisher: National Middle School Assn
ISBN: 9781560902324
Category : Education
Languages : en
Pages : 66

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