By Diane Lapp, Cathy Collins Block, Eric J. Cooper, James Flood, Nancy Roser, Josefina Villamil Tinajero

This useful, empowering booklet addresses the demanding situations dealing with educators, university directors, and households in low socioeconomic prestige city settings and provides field-tested options for selling examining, writing, and oral language good fortune. that includes thorough examine experiences, tutorial versions, assets, and graphics of exemplary city study rooms, the booklet offers a wealth of principles which can simply be placed into practice.Coverage includes:* What powerful literacy guide seems like in contemporary city lecture room* Understanding-and counteracting-the components that placed bad kids in danger* while variety is the norm: making guide welcoming to all* Lesson plans and lists of kid's literature that meet city scholars' particular wishes* Keys to development robust kinfolk and neighborhood partnerships

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Extra info for Teaching All the Children: Strategies for Developing Literacy in an Urban Setting (Solving Problems in the Teaching of Literacy)

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Traditional approaches to professional development and the education change process remaining prevalent today are doomed to continue the treadmill that Einstein notes in his definition of insanity, stated earlier in this chapter. Sustained and compelling educational change begins with, among other things, a dialogue and a careful review of the various reform practices chosen by central and school-based educators. Questions need to be answered regarding what the broad theoretical and pedagogical principles have in common and how change overload for participating schools may be avoided (Levine & Cooper, 1991; Fullan, 1991).

The partnership has led to the creation of the Urban Partnership for Literacy (UP). In conjuction with the vast resources provided by IRA’s membership, the initiatives of organizations such as the Council of Great City Schools, and the collective leadership of targeted urban districts, UP intends to accelerate learning for urban students so that the achievement gap between white and nonwhite children and youth is eliminated. The NUA and UP focus on the professional development of teachers with the aim of helping them promote high achievement among students for whom expectations have been unfairly low.

A media-reinforced focus on relationships between racial identity and academic performance (Hochschild & Scovronick, 2003). 8. , in press; Mayshark, 1996; DarlingHammond, 2000a). 9. Unequal access to high-level courses and challenging curriculum (Darling-Hammond, 1990a, 1990b, 2001). 10. Negative peer pressure exerted by nonwhites on nonwhites about acting “white” or “too smart” (Thernstrom & Thernstrom, 2003; Ogbu, 2003). 11. A difference in child-rearing between black and Hispanic students and their white and Asian American counterparts (Bok, 2003; Thernstrom & Thernstrom, 2003).

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