Learning from the Inside-Out: Child Development and School Choice is the first book of its kind to marry child development, educational psychology, neuroscience, and pedagogy. This book goes beyond the now banal conversation of differentiating students based upon gender, race, and class. This book is about the cognitive and social needs of students throughout the developmental span and how to identify schools that meet those needs. In essence, this book rejects the one-size-fits-all discourse of education reform in favor of a focus on individualized educational decision-making. Learning from the Inside-Out acknowledges that contrary to the popular saying, good teaching is not good teaching. What one student needs in a teacher, classroom environment or curricula is not necessarily what another student might need despite demographic similarities. After reading this book, parents and teachers will be empowered and informed when making decisions about how best to educate children.
Equality is not equity, tolerance is not inclusion, and access is not opportunity. Efforts to address inequities within our schools tend to ignore the underlying beliefs that sustain injustices, and focus instead on short-lived policies and practices. This book takes a different approach to eradicating educational disparities. Drawing on more than forty interviews with teachers, principals, and district leaders, Manya C. Whitaker offers educators guidance for leading a school or district grounded in social justice that centers teachers—not just teaching practices—and that focuses on the belief systems that shape decision-making. The chapters walk educational leaders through a strategic approach to long-term change: from school planning for family and community engagement, to hiring and onboarding teachers, to sustaining equity through multifaceted professional development and equitable evaluation. Concrete “how-to”s are provided throughout, along with reflection questions to help readers apply the content to their context. For any school or district leader intent on addressing the many inequities highlighted by the COVID-19 pandemic, this book is an essential manual.
Equality is not equity, tolerance is not inclusion, and access is not opportunity. Efforts to address inequities within our schools tend to ignore the underlying beliefs that sustain injustices, and focus instead on short-lived policies and practices. This book takes a different approach to eradicating educational disparities. Drawing on more than forty interviews with teachers, principals, and district leaders, Manya C. Whitaker offers educators guidance for leading a school or district grounded in social justice that centers teachers—not just teaching practices—and that focuses on the belief systems that shape decision-making. The chapters walk educational leaders through a strategic approach to long-term change: from school planning for family and community engagement, to hiring and onboarding teachers, to sustaining equity through multifaceted professional development and equitable evaluation. Concrete “how-to”s are provided throughout, along with reflection questions to help readers apply the content to their context. For any school or district leader intent on addressing the many inequities highlighted by the COVID-19 pandemic, this book is an essential manual.
Schooling Multicultural Teachers offers a historical overview of the multicultural education context, followed by practical examples of how the DCRPS can support program evaluation, as well as guide pre-service and in-service teacher development across diverse programs and demographic contexts.
Equality is not equity, tolerance is not inclusion, and access is not opportunity. Efforts to address inequities within our schools tend to ignore the underlying beliefs that sustain injustices, and focus instead on short-lived policies and practices. This book takes a different approach to eradicating educational disparities. Drawing on more than forty interviews with teachers, principals, and district leaders, Manya C. Whitaker offers educators guidance for leading a school or district grounded in social justice that centers teachers—not just teaching practices—and that focuses on the belief systems that shape decision-making. The chapters walk educational leaders through a strategic approach to long-term change: from school planning for family and community engagement, to hiring and onboarding teachers, to sustaining equity through multifaceted professional development and equitable evaluation. Concrete “how-to”s are provided throughout, along with reflection questions to help readers apply the content to their context. For any school or district leader intent on addressing the many inequities highlighted by the COVID-19 pandemic, this book is an essential manual.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.