Tracy Breland's Books

Structuring Inequality

How Schooling, Housing, and Tax Policies Shaped Metropolitan Development and Education

By: Tracy L. Steffes

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Structuring Inequality

How Schooling, Housing, and Tax Policies Shaped Metropolitan Development and Education

By: Tracy L. Steffes

As in many American cities, inequality in Chicago and its suburbs is mappable across its neighborhoods. Anyone driving west along Chicago Avenue from downtown can tell where Austin turns into Oak Park without looking at a map. These borders are not natural, of course; they are carefully maintained through policies like zoning and school districting; some neighborhoods even annex themselves into distinct municipalities. In other words, they are all policy decisions. In Structuring Inequality, historian Tracy Steffes explores how metropolitan inequality was structured, contested, and naturalized through public policy in the Chicagoland area, especially through public education and state government. This metropolitan inequality deepened even amid civil rights mobilizations and efforts to challenge racial discrimination and promote equal opportunity. She argues that educational and metropolitan inequality were mutually constitutive: unequal schools and unequal places cocreated and reinforced one another. School districts not only reflected the characteristics and inequalities between places, but they also played an active role in shaping those communities over time. Throughout the Chicago metropolitan area, school districts defined community in part by reinforcing or undermining racial and economic segregation. Their perceived quality shaped the identity and value of the community, and schooling and its costs could drive development decisions, including what kind of property to allow and residents to attract. Decisions about school construction, student assignment, and school support were often important components of development strategy. By denaturalizing policy to explore the choices that have brought us here and looking at efforts to challenge them, this history helps us understand the inequality we live with today and inspire us to change it"--

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Page Count

377

Publisher

University of Chicago Press

Published Date

ISBN 10

0226832260

ISBN 13

9780226832265

Sharing Our Intellectual Traces

Narrative Reflections from Administrators of Professional, Technical, and Scientific Programs

By: Tracy Bridgeford,Karla Saari Kitalong,Bill Williamson

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Sharing Our Intellectual Traces

Narrative Reflections from Administrators of Professional, Technical, and Scientific Programs

By: Tracy Bridgeford,Karla Saari Kitalong,Bill Williamson

Administrators of academic professional and technical communication (PTSC) programs have long relied upon lore--stories of what works--to understand and communicate about the work of program administration. Stories are interesting, telling, engaging, and necessary. But a discipline focused primarily on stories, especially the ephemeral stories narrated at conferences and deliberated at department meetings, usually suffice primarily to solve immediate problems and address day-to-day concerns and activities. This edited collection captures some of those stories and layers them with theoretical perspectives and reflection, to enhance their usefulness to the PTSC program administration community at large. Like the ephemeral stories PTSC program administrators are accustomed to, the stories told in this volume are set within specific institutional contexts that reflect specific institutional challenges. They emphasize the intellectual traces--the debts the authors owe to those who have informed and transformed their administrative work. In so doing, this collection creates another conversation--albeit a robust, diverse, and theoretically informed one--around which program leaders might define or redefine their roles and re-envision their administrative work as the rich, complex, intellectual engagement that we find it to be. This volume asks authors to move beyond a notion of administration as an activity based solely in institutional details and processes. In so doing, they emphasize theory as they share their reflections on core administrative processes and significant moments in the histories of their associated programs, thereby affording opportunities for critical examination in conjunction with practical advice.

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Page Count

236

Publisher

Routledge

Published Date

ISBN 10

1351864653

ISBN 13

9781351864657

Introduction to Gifted Education

By: Julia Link Roberts,Tracy Ford Inman,Jennifer Robins

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Introduction to Gifted Education

By: Julia Link Roberts,Tracy Ford Inman,Jennifer Robins

Introduction to Gifted Education is the definitive textbook designed for courses that introduce teachers to gifted education, whether that is in graduate school or in certification or continuing development programs for teachers. The book is inclusive in nature, addressing varied approaches to each topic while relying on no single theory or construct. The book includes chapters that focus on critical topics such as gifted education standards, social-emotional needs, cognitive development, diverse learners, identification, programming options, creativity, professional development, and curriculum. The book provides a comprehensive look at each topic, including an overview of big ideas, its history, and a thorough discussion to help those new to the field gain a better understanding of gifted students and strategies to address their needs. A rich companion piece supports the text, providing practical strategies and activities for the instructor (designed for both online classes and face-to-face classes). Texas Association for the Gifted and Talented 2018 Legacy Book Award Winner—Scholar

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Page Count

416

Publisher

Routledge

Published Date

ISBN 10

1000493814

ISBN 13

9781000493818

Book's by Tracy Breland

Structuring Inequality

Structuring Inequality

Sharing Our Intellectual Traces

Sharing Our Intellectual Traces

Introduction to Gifted Education

Introduction to Gifted Education

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