education, urban

"The authors illuminate how to raise student achievement by upholding high expectations, while teaching with cultural responsiveness. Discover how to: lead all students to deeper learning, grounded in critical thinking, creative problem solving, communication, collaboration--and the '5th C,' [and] cultural awareness"--Provided by publisher.

Examination of how the public education system short changes poor children through underfunded, understaffed, and underequipped schools.

The author examines how and why African-American, Latino, and Vietnamese high school students succeed despite limited opportunities, and focuses on what influences success rather than failure in urban schools.

Reveals in great detail how educators closed the "performance gap" for low-income students by linking expectations and results. Drawing heavily on the words and experiences of students, teachers, and parents, this book describes how students who traditionally had not succeeded academically in school began to do so.

"Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education, [and] demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--Provided by publisher.

"Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education, [and] demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--Provided by publisher.

"Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education. Drawing on his own experience of feeling undervalued and invisible in science classrooms as a young man of color, Christopher Emdin offers a new lens on and approach to teaching in urban schools. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike--both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally"--.

"Offers an insightful, honest portrayal of Lewis's turbulent eleven-year relationship within the New York City public school system and her fight to survive in a profession that undervalued her worth and her understanding of how children of color learn best"--Back cover.

Describes the benefits that voucher programs have brought to children in New York City, Milwaukee, and Cleveland, arguing that unions, bureaucracy, and spurious teaching methods have made many public schools ineffective and even detrimental.