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Tag: critical

  • The Routledge International Handbook of Critical Education

    1/1/09 - Apple, Micyhael, Wayne Au, & Luis A. Gandin
  • The Structure and Culture of Information Pathways: Rethinking Opportunity to Learn in Urban High Schools during the Ninth Grade Transition

    1/1/07 - Cooper, Robert, Liou, Daniel D.

    Despite efforts to bridge the racial achievement gap, far too many school children continue to fare poorly in our nation's public schools. Oftentimes urban and low income students are negatively labeled as low-achieving, disadvantaged, and struggling. Because of this, such students frequently receive inferior or deficient information from school officials. This study examines the role of high school counselors as distributors of information and the role they play in influencing students'...

  • Thinking Carefully About Equity and Accountability

    1/1/00 - Scheurich, James Joseph, Skrla, Linda, Johnson, Joseph F.

    Focuses on education in the United States and how children from low-income families, particularly minority families, do not perform as well as children from middle class families. How standardization efforts have met with criticism and approval in their attempts to decrease the learning gap; Suggestion that many educators have given up on children from lower income families; Proposal of ways to deal with the problem using various criteria to develop an effective state program.

  • Transforming the High School Experience through Linked Learning

    1/1/13 - Almond, M.

    For decades now, disgruntled and dismayed parents, lawmakers, researchers, and the general public have criticized the American public school system for its inability to adequately meet the needs of poor and minority students. Many argue that dismal performance of all students, especially low-income and minority students has become the norm. Despite this doom and gloom there are some rays of light peeking through the ominous clouds that are transforming the high school experience—at least...

  • Using the Critical Thinking Belief Appraisal to assess the rigor gap

    1/1/08 - Torff, Bruce

    In a line of research employing a survey instrument, the Critical Thinking Belief Appraisal, teachers supported critical-thinking (CT) activities more for high-than low-advantage learners, likely exacerbating a "rigor gap" implicated in persistent achievement gaps. Such beliefs were less likely to be espoused by expert teachers than randomly selected ones, and teacher-education programs mitigated these beliefs but did not expunge them, suggesting a need for interventions that foster belief...

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    Where the Girls Are: The Facts about Gender Equity in the Classroom

    1/2/09 - Christianne Corbett, Catherine Hill, Andresse St. Rose

    Where the Girls Are: The Facts About Gender Equity in Education makes clear that girls’ gains have not come at the expense of boys. In addition, the report goes beyond gender to look at other factors that influence student achievement—specifically family income level and race/ethnicity—and finds that many girls as well as boys are not acquiring the educational skills needed to succeed in the 21st-century economy. This report illustrates that while educational trends for both girls and...

  • Why Closing the Research-Practice Gap Is Critical to Closing Student Achievement Gaps

    1/1/07 - Cooper, Laura A.

    Part of a special issue on research in the service of practice. The work of the Minority Student Achievement Network (MSAN) counters the notion that K-12 educators fail to value research. MSAN educators see that closing of the research-practice divide is critical to closing of student achievement gaps in racially diverse school districts. Moreover, three roles for research are evident in the work of MSAN: organizing and disseminating research-based knowledge, building capacity to assess...

  • Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement

    1/1/09 - Morris, Jerome E., Monroe, Carla R.

    This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black-White achievement gap through an analysis of racialized national spaces and...

  • Writing critical ethnographic narratives.

    1/1/87 - Brodkey, L.
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