Sealey-Ruiz / Lewis / W. Teacher Education and Black Communities

Implications for Access, Equity and Achievement
1. Auflage 2014
ISBN: 978-1-62396-699-7
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 353 Seiten

Reihe: Contemporary Perspectives on Access, Equity, and Achievement

The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidencebased strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

Autoren/Hrsg.

Sealey-Ruiz, Yolanda

Lewis,

Lewis, Chance W.

W., Chance

SealeyRuiz,

Yolanda,

Toldson,

Ph.D.,

Ivory,

Inhaltsverzeichnis

1;Cover;1
2;Series page;2
3;Teacher Education and Black Communities;4
4;Library of Congress Cataloging-in-Publication Data;5
5;Contents;6
6;Foreword;10
7;Acknowledgements;16
8;Introduction;18
9;PART I: PREPARING TEACHERS TO TEACH BLACK STUDENTS;20
10;Part I Introduction: Preparing Teachers to Teach Black Students;22
11;CHAPTER 1: Insights for Future Educators on Promoting Nonresident Black Father Involvement in Schools, Increasing Black Student Achievement, and Advancing Equity in Education;34
12;CHAPTER 2: Making Space for Black Queer Teachers;62
13;CHAPTER 3: New Visions of Collective Achievement;78
14;CHAPTER 4: Young Scholars;106
15;CHAPTER 5: Invisible Hands;118
16;CHAPTER 6: Not Strangers;136
17;PART II: PREPARING BLACK STUDENTS TO BECOME TEACHERS;148
18;Part II Introduction: Teachers and Teaching for the New Millennium;150
19;CHAPTER 7: Mending the Pipeline;162
20;CHAPTER 8: Human Capital Investment;180
21;CHAPTER 9: An Evaluation of an In-House Coaching Pilot Study within the Institute of Education, University of London;208
22;CHAPTER 10: Bad Boys to Master Teachers;228
23;CHAPTER 11: The Legacy Lives, "I Leave You a Thirst for Education"--Dr. Bethune's Vision in Action;244
24;PART III: IMPLICATIONS FOR ACCESS, EQUITY, AND ACHIEVEMENT;264
25;Part III Introduction: The Contextual Factor of Race in Equity, Access, and Achievement;266
26;CHAPTER 12: Equity in Opportunities to Learn Mathematics;272
27;CHAPTER 13: Using Observation Prompts in the Urban Elementary School Field Placement;292
28;CHAPTER 14: Collateral Damage in the Classroom;312
29;EPILOGUE: Teacher Education and Black Communities;336
30;About the Editors;342
31;About the Contributors;346