Teach! Change! Empower!

Informationen zum Autor Carl A. Grant is Hoefs-Bascom Professor of teacher education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. His work for more than thirty years has been with teachers and administrators who commit to improve students' achievement, enrich their knowledge and skill set in multicultural social justice, culturally responsive curriculum development, and teaching. He has written several books and many articles for teachers that address student achievement, curriculum development, teaching strategies, and parent-teacher engagement. Klappentext Change your practices to close achievement gaps! Develop action plans for promoting culturally relevant curriculum and environments, social-political consciousness, and student involvement. Zusammenfassung Change your practices to close achievement gaps! Develop action plans for promoting culturally relevant curriculum and environments! social-political consciousness! and student involvement. Inhaltsverzeichnis Preface Acknowledgments About the Author Getting the Most out of the Book Part 1. The Harder Work of Teaching 1. The Achievement Gap What is the Achievement Gap and Why Must It Be Eliminated? The Multiplicity and Intersectionality of Gaps Effects of the Academic Achievement Gap Action Plan 1: Revisiting the Struggle for Closing the Achievement Gap with Fresh Eyes 2. Diversity and Power Diversity Affirming Diversity All Teachers Need to Learn about Diversity Power in the Context of Change Where is Power in Your School? Action Plan 2: Affirming Diversity in Your Classroom & Power Structures in Society 3. Caring With Socio-Political Consciousness Becoming Socially Critical Fostering a Caring Community Among Students Action Plan 3: Caring with Socio-Political Consciousness 4. Acknowledging the Change/Transition: Step One Mobility and Change: A New and Different Time Multiple Teacher Roles & Change Changing the Markers of Achievement Action Plan 4: Goals for Change 5. Reacting to Change/Transition: Step Two Strong Feeling and Mixed Emotions Searching to Connect With Student Knowledge and Experiences Nervous Reactions to Racism and Other "Ism"s Reactions are Influenced by Context and Settings New Teachers Need Help Action Plan 5: Reacting to the Change - Confronting Our Biases and Conditioning 6. Investigating the Change/Transition: Self Investigation - Step Three Teacher Multicultural Attitude Survey (TMAS) Knowledge of Self: Self-Understanding and Self-Acceptance Multicultural Personality for Affirming Diversity Teacher Personal Dispositions Toward Diversity Knowledge About the School Community Attitudes and Dispositions of Teachers Who Work to Close the Achievement Gaps Reflection 6.4 Action Plan 6: Self-Investigation 7. Investigating the Change/Transition: Program Investigation The Achievement Reform Movement Action Plan 7: Program Investigation 8. Implementing Change: Step Four Knowledge Base for Closing the Achievement Gaps Knowledge of Curricular Content: A Strong Subject Matter Base Knowledge About Teaching: Pedagogical Content Knowledge Pedagogical Skills for Closing the Achievement Gaps Teacher Pedagogical Skills Survey Reflective Skills Action Plan 8: Teacher Knowledge About Content and Pedagogy Part 3. Change/Solutions in Practice 9. Cultural Competence Culturally Relevant Curriculum Reflection 9.3 Action Plan 9: Cultural Competence and Culturally Relevant Teaching 10. Change/Solution in Practice: Four Examples Conclusion References Index ...

Klappentext

Change your practices to close achievement gaps! Develop action plans for promoting culturally relevant curriculum and environments, social-political consciousness, and student involvement.

Inhalt

Preface
Acknowledgments
About the Author
Getting the Most out of the Book
Part 1. The Harder Work of Teaching

1. The Achievement Gap
   What is the Achievement Gap and Why Must It Be Eliminated?
   The Multiplicity and Intersectionality of Gaps
   Effects of the Academic Achievement Gap
   Action Plan 1: Revisiting the Struggle for Closing the Achievement Gap with Fresh Eyes
2. Diversity and Power
   Diversity
   Affirming Diversity
   All Teachers Need to Learn about Diversity
   Power in the Context of Change
   Where is Power in Your School?
   Action Plan 2: Affirming Diversity in Your Classroom & Power Structures in Society
3. Caring With Socio-Political Consciousness
   Becoming Socially Critical
   Fostering a Caring Community Among Students
   Action Plan 3: Caring with Socio-Political Consciousness
4. Acknowledging the Change/Transition: Step One
   Mobility and Change: A New and Different Time
   Multiple Teacher Roles & Change
   Changing the Markers of Achievement
   Action Plan 4: Goals for Change
5. Reacting to Change/Transition: Step Two
   Strong Feeling and Mixed Emotions
   Searching to Connect With Student Knowledge and Experiences
   Nervous Reactions to Racism and Other "Ism"s
   Reactions are Influenced by Context and Settings
   New Teachers Need Help
   Action Plan 5: Reacting to the Change - Confronting Our Biases and Conditioning
6. Investigating the Change/Transition: Self Investigation - Step Three
   Teacher Multicultural Attitude Survey (TMAS)
   Knowledge of Self: Self-Understanding and Self-Acceptance
   Multicultural Personality for Affirming Diversity
   Teacher Personal Dispositions Toward Diversity
   Knowledge About the School Community
   Attitudes and Dispositions of Teachers Who Work to Close the Achievement Gaps
   Reflection 6.4
   Action Plan 6: Self-Investigation
7. Investigating the Change/Transition: Program Investigation
   The Achievement Reform Movement
   Action Plan 7: Program Investigation
8. Implementing Change: Step Four
   Knowledge Base for Closing the Achievement Gaps
   Knowledge of Curricular Content: A Strong Subject Matter Base
   Knowledge About Teaching: Pedagogical Content Knowledge
   Pedagogical Skills for Closing the Achievement Gaps
   Teacher Pedagogical Skills Survey
   Reflective Skills
   Action Plan 8: Teacher Knowledge About Content and Pedagogy
   Part 3. Change/Solutions in Practice
9. Cultural Competence
   Culturally Relevant Curriculum
   Reflection 9.3
   Action Plan 9: Cultural Competence and Culturally Relevant Teaching
10. Change/Solution in Practice: Four Examples
    Conclusion
    References
    Index