Through the stories and experiences of eight successful teacher-transmitters, The Dreamkeepers keeps hope alive for educating young African Americans. --ReverAnd Jesse L. Jackson, president and founder, National Rainbow Coalition In this beautifully written book Ladson-Billings illustrates the inspiring influence of a select group of teachers who keep the dreams alive for African American students. ?Henry M. Levin, David Jacks professor of Higher Education, Stanford University Ladson-Billing's portraits, interwoven with personal reflections, challenge readers to envision intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of not just African American students but all children.

    Fully updated, the text engages the reader in its discussion of both technical and non-technical models of curriculum development.

    In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is "done." That's where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action--but that, too!-- The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to:Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that's okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation's top motivational speakers and educators, especially for his work with students K-16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K-12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania's Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K-12 classrooms. She appears in the movie, "Mirrors of Privilege: Making Whiteness Visible," by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.

    Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction.In Belonging through a Culture of Dignity, Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives.Though the importance of dignity and belonging might appear to be self-evident at first glance, it's not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity. Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions. Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all.

    It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information.Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings.Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.

    . . how to make social change.”—Publishers Weekly The breadth and impact of Black Lives Matter in the United States has been extraordinary. Between 2012 and 2016, thousands of people marched, rallied, held vigils, and engaged in direct actions to protest and draw attention to state and vigilante violence against Black people. What began as outrage over the 2012 murder of Trayvon Martin and the exoneration of his killer, and accelerated during the Ferguson uprising of 2014, has evolved into a resurgent Black Freedom Movement, which includes a network of more than fifty organizations working together under the rubric of the Movement for Black Lives coalition. Employing a range of creative tactics and embracing group-centered leadership models, these visionary young organizers, many of them women, and many of them queer, are not only calling for an end to police violence, but demanding racial justice, gender justice, and systemic change. In Making All Black Lives Matter, award-winning historian and longtime activist Barbara Ransby outlines the scope and genealogy of this movement, documenting its roots in Black feminist politics and situating it squarely in a Black radical tradition, one that is anticapitalist, internationalist, and focused on some of the most marginalized members of the Black community. From the perspective of a participant-observer, Ransby maps the movement, profiles many of its lesser-known leaders, measures its impact, outlines its challenges, and looks toward its future.

    Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.It's time for a change in course.Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach — called Collaborative Problem Solving — can help challenging kids at school.His lively, compelling narrative includes:• tools to identify the triggers and lagging skills underlying challenging behavior.• explicit guidance on how to radically improve interactions with challenging kids — along with many examples showing how it's done.• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.

    Diversity is an ordinary even unremarkable feature of institutional life. And yet, diversity practitioners often experience institutions as resistant to their work, as captured through their use of the metaphor of the “brick wall.” On Being Included offers an explanation of this apparent paradox. It explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. Commitments to diversity are understood as "non-performatives" that do not bring about what they name. The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity. Diversity is used as evidence that institutions do not have a problem with racism. On Being Included offers a critique of what happens when diversity is offered as a solution. It also shows how diversity workers generate knowledge of institutions in attempting to transform them.

    This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity.In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

    

    While the transition to standards-based practices may be challenging, it is essential for effective instruction and assessment. In this practical guide, the author outlines specific steps your team can take to transform grading and reporting schoolwide. Each chapter includes examples of grading dilemmas, vignettes from teachers and administrators, and ideas for bringing parents on board with change.

    Written by two pioneers in distance education, this guidebook presents practical instructional strategies spread out over a four-phase timeline that covers the lifespan of a course. The book includes information on a range of topics such as course management, social presence, community building, and assessment. Based on traditional pedagogical theory, The Online Teaching Survival Guide integrates the latest research in cognitive processing and learning outcomes. Faculty with little knowledge of educational theory and those well versed in pedagogy will find this resource essential for developing their online teaching skills. Praise for The Online Teaching Survival Guide"At a time when resources for training faculty to teach online are scarce, Judith Boettcher and Rita-Marie Conrad have presented a must-read for all instructors new to online teaching. By tying best practices to the natural rhythms of a course as it unfolds, instructors will know what to do when and what to expect. The book is a life raft in what can be perceived as turbulent and uncharted waters." --Rena M. Palloff and Keith Pratt, program directors and faculty, Teaching in the Virtual Classroom Program, Fielding Graduate University"Developed from years of experience supporting online faculty, Judith Boettcher and Rita-Marie Conrad's book provides practical tips and checklists that should especially help those new to online teaching hit the ground running." --Karen Swan, Stukel Distinguished Professor of Educational Leadership, University of Illinois Springfield"This book blends a fine synthesis of research findings with plenty of practical advice. This book should be especially valuable for faculty teaching their first or second course online. But any instructor, no matter how experienced, is likely to find valuable insights and techniques." --Stephen C. Ehrmann, director, Flashlight Program for the Study and Improvement of Educational Uses of Technology; vice president, The Teaching, Learning, and Technology Group

    The reality of being poor brings out a survival mentality, and turns attention away from opportunities taken for granted by everyone else. If you work with people from poverty, some understanding of how different their world is from yours will be invaluable. Whether you're an educator--or a social, health, or legal services professional--this breakthrough book gives you practical, real-world support and guidance to improve your effectiveness in working with people from all socioeconomic backgrounds. Since 1995 A Framework for Understanding Poverty has guided hundreds of thousands of educators and other professionals through the pitfalls and barriers faced by all classes, especially the poor. Carefully researched and packed with charts, tables, and questionnaires, Framework not only documents the facts of poverty, it provides practical yet compassionate strategies for addressing its impact on people's lives.

    Presenting the concept of the "New Jim Code," she shows how a range of discriminatory designs encode inequity by explicitly amplifying racial hierarchies; by ignoring but thereby replicating social divisions; or by aiming to fix racial bias but ultimately doing quite the opposite. Moreover, she makes a compelling case for race itself as a kind of technology, designed to stratify and sanctify social injustice in the architecture of everyday life.This illuminating guide provides conceptual tools for decoding tech promises with sociologically informed skepticism. In doing so, it challenges us to question not only the technologies we are sold but also the ones we ourselves manufacture.If you adopt this book for classroom use in the 2019-2020 academic year, the author would be pleased to arrange to Skype to a session of your class. If interested, enter your details in this sign-up sheet https: //buff.ly/2wJsvZr

    * How to plan, implement, and analyze assessment projects. * Twelve case studies that detail the real-life classroomexperiences of teachers carrying out successful classroomassessment projects. * Fifty classroom assessment techniques * Step-by-step procedures for administering the techniques * Practical advice on how to analyze your data Order your copy today.