African American Students in Urban Schools: Critical Issues and Solutions for Achievement. Educational Psychology: Critical Pedagogical Perspectives. Volume 4

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Sonst. Personen	Moore, James L., III (Hrsg.); Lewis, Chance W. (Hrsg.)
Titel	African American Students in Urban Schools: Critical Issues and Solutions for Achievement. Educational Psychology: Critical Pedagogical Perspectives. Volume 4
Quelle	(2012), (328 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-0687-3
Schlagwörter	Evidence; Social Justice; African American Students; Urban Schools; Gifted; Federal Legislation; Educational Psychology; Culturally Relevant Education; School Psychologists; Critical Theory; Academic Achievement; Outcomes of Education; School Counseling; Resilience (Psychology); Student Needs; Males; Adolescents; Special Education; Discipline; Disproportionate Representation; Educational Trends; Vocational Education; Mathematics Instruction; Scientific Literacy; Administration; Educational Policy; School Administration; Leadership; School Community Relationship; African American Family; Family School Relationship; High Achievement; College Students; Goal Orientation; Racial Identification; African American Achievement; African American Education + Suchen Sie Ihr Suchwort? Evidenz; Soziale Gerechtigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Begabter, Hoch Begabter; Bundesrecht; Erziehungspsychologie; Pädagogische Psychologie; School psychologist; Psychologists; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Kritische Theorie; Schulleistung; Lernleistung; Schulerfolg; School counselling; Pädagogische Beratung; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special needs education; Sonderpädagogik; Sonderschulwesen; Disziplin; Bildungsentwicklung; Ausbildung; Berufsbildung; Mathematics lessons; Mathematikunterricht; Verwaltung; Politics of education; Bildungspolitik; Führung; Führungsposition; Collegestudent; Zielorientierung; Zielvorstellung
Abstract	"African American Students in Urban Schools" offers readers a critical yet comprehensive examination of the issues affecting African American students' outcomes in urban school systems and beyond. Across disciplines including teacher education, school counseling, school psychology, gifted education, career and technical education, higher education, and more, chapters use theoretical and conceptual analysis and research-based evidence to examine the unique challenges facing urban African American students and illustrate what can be done to help. This book will enable readers to better understand many of the complex and multifaceted dilemmas faced by today's urban school systems and will motivate readers to make a commitment to improve urban schools for the betterment of African American students. This book contains the following: (1) Foreword: A Long-Needed and Refreshing Book (Donna Y. Ford); (2) Confronting the Dilemmas of Urban Education: The Scope of the Book (James L. Moore III and Chance W. Lewis); (3) Urban Education in the 21st Century: An Overview of Selected Issues That Impact African American Student Outcomes (Chance W. Lewis, Terah Venzant Chambers, and Bettie Ray Butler); (4) Meeting the Academic and Social Needs of Urban African American Students: Implications for School Counselors (Cheryl Holcomb-McCoy and Beverly Booker); (5) Nurturing Resiliency Among African American Adolescent Males: A Focus on Writing (Alfred W. Tatum); (6) Special Education and Disciplinary Disproportionality of African American Students (Gwendolyn Cartledge, Lenwood Gibson Jr, and Starr E. Keyes); (7) Trends and Patterns of Career and Technical Education for Urban African American Students (Edward C. Fletcher Jr.); (8) Salient Factors Affecting Urban African American Students' Achievement: Recommendations for Teachers, School Counselors, and School Psychologists (Desiree Vega, James L. Moore III, Caroline A. Baker, Nikol V. Bowen, Erik M. Hines, and Barbara O'Neal); (9) Developing Culturally Relevant Classrooms for Urban African American Students (H. Richard Milner IV); (10) Using Culturally Relevant Pedagogy and Social Justice to Understand Mathematics Instructional Quality in an Urban Context (Robert Q. Berry III and Temple A. Walkowiak); (11) Bridging the Culture of Urban Students to the Culture of Science: The Roles of Culturally Relevant Pedagogy, Discursive Identity, and Conceptual Continuities in the Promotion of Scientific Literacy (Bryan A. Brown, Matthew Kloser, and J. Bryan Henderson); (12) Urban School Administrators: A Grassroots Approach to No Child Left Behind Mandates (Christopher Dunbar Jr and Laura McNeal); (13) The Fast and the Serious: Exploring the Notion of Culturally Relevant Leadership (Floyd D. Beachum and Carlos R. McCray); (14) Reaching Out: Partnering With the Families and Communities of African American Urban Youth (Mavis G. Sanders, Gilda Martinez-Alda, and Michelle D. White); (15) Inside Information on High-Achieving African American Male College Students (Fred A. Bonner II and John W. Murry Jr.); and (16) In the Pursuit of Excellence: Examining the Effects of Racial Identity on African American College Students' Academic Orientations (LaTrelle D. Jackson, W. Max Parker, and Lamont A. Flowers). (ERIC).
Anmerkungen	Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10