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