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Author: Diane Ravitch
Publisher: JHU Press
ISBN: 0801863414
Category : Business & Economics
Languages : en
Pages : 422
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Book Description
This text brings together contributors for an in-depth look at the nation's largest school system. Topics covered include the changing demographics of city schools, the impending teacher shortage, reading instruction, special education, bilingual education, school governance, charter schools, choice, school finance reform and the role of teacher unions. The book also provides perspectives on Catholic schools, Jewish day schools and historically black independent schools.
Author: William Ayers
Publisher: The New Press
ISBN: 1595583386
Category : Education
Languages : en
Pages : 383
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Book Description
A companion to City Kids, City Teachers is a collection of top-selected writings on life in urban schools and neighborhoods, in a volume that explores such topics as culturally relevant teaching methods, the criminalization of youth, and the inequities of school funding. Original.
Author: Pedro A. Noguera
Publisher: Teachers College Press
ISBN: 0807778559
Category : Education
Languages : en
Pages : 193
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Book Description
Over a decade ago, the first edition of City Schools and the American Dream debuted just as reformers were gearing up to make sweeping changes in urban education. Despite the rhetoric and many reform initiatives, urban schools continue to struggle under the weight of serious challenges. What went wrong and is there hope for future change? More than a new edition, this sequel to the original bestseller has been substantially revised to include insights from new research, recent demographic trends, and emerging political realities. In addition to surveying the various limitations that urban schools face, the book also highlights programs, communities, and schools that are making good on public education’s promise of equity. With renewed commitment and sense of urgency, this new edition provides a clear-eyed vision of what it will take to ensure the success of city schools and their students. “City schools continue to play one of the most important roles in our quest to restore democracy. This is a must-read . . . again!” —Gloria Ladson-Billings, University of Wisconsin–Madison “The authors provide concrete examples of innovative strategies and practices employed by urban schools that are succeeding against all odds.” —Betty A. Rosa, chancellor, New York State Board of Regents “This is the book every teacher, parent, policymaker, and engaged citizen should read.” —Marcelo M. Suárez-Orozco, UCLA
Author: William Ayers
Publisher: The New Press
ISBN: 1595587578
Category : Education
Languages : en
Pages : 399
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Book Description
“City Kids, City Teachers has the potential to create genuine change in the learning, teaching, and administration of urban public schools.” —Library Journal In more than twenty-five provocative selections, an all-star cast of educators and writers explores the surprising realities of city classrooms from kindergarten through high school. Contributors including Gloria Ladson-Billings, Lisa Delpit, June Jordan, Lewis H. Lapham, Audre Lorde, and Deborah Meier move from the poetic to the practical, celebrating the value of city kids and their teachers. Useful both as a guide and a call to action for anyone who teaches or has taught in the city, it is essential reading for those contemplating teaching in an urban setting and for every parent with children in a city school today. “Hopeful, helpful discussions of culturally relevant teaching . . . moving illustrations of what urban teaching is all about.” —Publishers Weekly “A refreshing and eclectic collection.” —Alex Kotlowitz, author of There Are No Children Here “With its upbeat mix of ready-to-share city kids’ memoirs and classroom strategies, this book is an inspiring resource for veteran teachers, parents, community members, and students.” —Educational Leadership “You’ll feel sad, angry, hopeful, agitated, and inspired.” —NEA Today
Author: Ed Boland
Publisher: Grand Central Publishing
ISBN: 145556060X
Category : Education
Languages : en
Pages : 244
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Book Description
In this insightfully honest and moving memoir about the realities of teaching in an inner-city school, Ed Boland "smashes the dangerous myth of the hero-teacher [and] shows us how high the stakes are for our most vulnerable students" (Piper Kerman, author of Orange is the New Black). In a fit of idealism, Ed Boland left a twenty-year career as a non-profit executive to teach in a tough New York City public high school. But his hopes quickly collided headlong with the appalling reality of his students' lives and a hobbled education system unable to help them. Freddy runs a drug ring for his incarcerated brother; Nee-cole is homeschooled on the subway by her brilliant homeless mother; Byron's Ivy League dream is dashed because he is undocumented. In the end, Boland isn't hoisted on his students' shoulders and no one passes AP anything. This is no urban fairy tale of at-risk kids saved by a Hollywood hero, but a searing indictment of schools that claim to be progressive but still fail their students. Told with compassion, humor, and a keen eye, Boland's story is sure to ignite debate about the future of American education and attempts to reform it.
Author: Diane Ravitch
Publisher: JHU Press
ISBN: 0801863414
Category : Business & Economics
Languages : en
Pages : 422
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Book Description
This text brings together contributors for an in-depth look at the nation's largest school system. Topics covered include the changing demographics of city schools, the impending teacher shortage, reading instruction, special education, bilingual education, school governance, charter schools, choice, school finance reform and the role of teacher unions. The book also provides perspectives on Catholic schools, Jewish day schools and historically black independent schools.
Author: Charles Russell
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 154
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Book Description
Author: Pedro Noguera
Publisher: Teachers College Press
ISBN: 9780807743812
Category : Education
Languages : en
Pages : 212
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Book Description
Pedro Noguera argues that higher standards and more tests, by themselves, will not make low-income urban students any smarter and the schools they attend more successful without substantial investment in the communities in which they live. Drawing on extensive research performed in San Francisco, Oakland, Berkeley, and Richmond, Noguera demonstrates how school and student achievement is influenced by social forces such as demographic change, poverty, drug trafficking, violence, and social inequity. Readers get a detailed glimpse into the lives of teachers and students working "against the odds" to succeed. Noguera sends a strong message to those who would have urban schools "shape up or shut down": invest in the future of these students and schools, and we can reach the kind of achievement and success that typify only more privileged communities. Public schools are the last best hope for many poor families living in cities across the nation. Noguera gives politicians, policymakers, and the public its own standard to achieve, provide the basic economic and social support so that teachers and students can get the job done!
Author: United States. Bureau of Labor Statistics
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 44
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Book Description
Author: Charles S. Isaacs
Publisher: SUNY Press
ISBN: 1438452969
Category : Education
Languages : en
Pages : 368
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Book Description
The story of an Ocean HillBrownsville teacher who crossed picket lines during the racially charged New York City teachers strike of 1968. In 1968 the conflict that erupted over community control of the New York City public schools was centered in the black and Puerto Rican community of Ocean HillBrownsville. It triggered what remains the longest teachers strike in US history. That clash, between the citys communities of color and the white, predominantly Jewish teachers union, paralyzed the nations largest school system, undermined the citys economy, and heightened racial tensions, ultimately transforming the national conversation about race relations. At age twenty-two, when the strike was imminent, Charles S. Isaacs abandoned his full scholarship to a prestigious law school to teach mathematics in Ocean HillBrownsville. Despite his Jewish background and pro-union leanings, Isaacs crossed picket lines manned by teachers who looked like him, and took the side of parents and children who did not. He now tells the story of this conflict, not only from inside the experimental, community-controlled Ocean HillBrownsville district, its focal point, but from within ground zero itself: Junior High School 271, which became the nations most famous, or infamous, public school. Isaacs brings to life the innovative teaching practices that community control made possible, and the relationships that developed in the district among its white teachers and its black and Puerto Rican parents, teachers, and community activists. Inside Ocean HillBrownsville is one of the finest accounts of this turbulent time in Americas educational history. As a firsthand analysis of a teacher embroiled in the Ocean HillBrownsville community fight for educational justice, it has no peer. From its vantage point forty-five years after the conflict, we finally have a corrective to a plethora of secondhand analyses that have been written over the years. It is a candid picture that I recommend highly. Maurice R. Berube, coeditor of Confrontation at Ocean HillBrownsville Inside Ocean HillBrownsville makes a vital contribution to a much-needed reinterpretation of the epochal struggles over community control of the New York City public schools in the 1960s, and the divisive UFT fall 1968 strikes in opposition to that community-based movement. Writing from the firsthand perspective of a young Jewish math teacher at JHS 271, Isaacs brings this important story vividly to life with insight, candor, and humor. He evokes the attitudes and actions of a rich array of ordinary teachers, administrators, students, and parents who fought to defend the community-control experiment in the face of the lies and distortions perpetrated by UFT officials and the mainstream press. A must read for anyone interested in creating successful public schools, this book helps us remember what democratic public education might look like. Stephen Brier, The Graduate Center, City University of New York Charles Isaacss Inside Ocean HillBrownsville is a firsthand account of the dramatic events of New York Citys greatest school crisis. Isaacs debunks many of the popular myths of black militants waging assaults on teachers. Instead, he demonstrates that the episode in Ocean HillBrownsville was a case of black and Latino parents, with the support of a number of teachers at JHS 271, struggling for the education of their children and for a more democratically run educational system. These parents faced one of the most powerful unions in the city and a bureaucratic board of education that wanted to protect the status quo. There have been many books written on the 1968 teachers strike, but Isaacss well-written, detailed account is by far the best. Clarence Taylor, author of Knocking at Our Own Door: Milton A. Galamison and the Struggle to Integrate New York City Schools
Author: Justin Liu
Publisher: Xlibris Corporation
ISBN: 9781436393973
Category : Education
Languages : en
Pages : 224
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Book Description
50 years after the Supreme Court decision of Brown v. Board of Education of Topeka, Kansas, and 43 years after the passing of the Civil Rights Act of 1965, the United States still cannot provide equal education to all. The urban public school education is no longer just in crisis but is a catastrophe. The graduation rates, city and state assessments results, and SAT scores all indicated that the city public schools are failing. The issues involved are not just the racial inequality. The ethnic compositions of our nation's urban and the suburban areas had undergone tremendous transformations. The United States soon will find her white population no longer the majority in schools. A segregation of another kind is now trapping millions of our nation's urban students in schools that cannot provide them with the equal opportunities that are available to the students in the more privileged and smaller communities. To improve the nation's education system, we must first bridge the gap between the city public school and suburban and private schools. The United States may be a superpower but in education is lagging behind. The high school graduates of this great nation have become less competitive in comparison with the high school graduates of many foreign countries. The overall student performance, judged by state assessments and SAT, has not improved much since the enacting of the "No Child Left Behind". Dr. Justin Liu, the writer of this book, after the extensive research and the actual working as a licensed chemistry teacher in a school of Boston Public School System describes the observation made for an entire school year as a teacher and reveals the following facts with statistics about the city public schools: Poor results of the State Assessments Equal facilities provide unequal education Alarmingly low SAT scores Forcing identical curriculums to all students Extremely low graduating rates Taking too much time from direct teaching Inflated grades to raise the graduation rate Lacking value and moral education Science education in a vacuum Lacking adequate mental health services Becoming incubators of crimes The obsolete and costly busing system Dr. Liu also has compared in details the Unites States public education system with those of five other countries. In this book, he had made specific proposals to the politicians and the school policy makers to reverse the failing trend of the current city public school education. Dr. Justin Liu, the author of three other books, is an international seminar organizer and speaker covering a wide varieties of financial and educational subjects. Holding a Ph.D. in chemistry, he is also a licensed independent real estate broker. For the purpose of writing this book, he fulfilled all the state requirements and actually worked as a teacher in a city public school for a full school year.
