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About the Authors | Comments
About This Book
It’s no secret that students attending urban schools in the United States do not fare as well on measures of achievement as their rural and suburban counterparts. According to Belinda Williams and her coauthors, this gap is largely due to a little acknowledged fact: that poor and minority students bring culturally distinct values and beliefs to the classroom that are often incompatible with the biases inherent in the curriculum, assessment measures, and teachers themselves.
This second edition of Closing the Achievement Gap argues that if education reform is to work, educators must become more sensitive to the worldviews of disadvantaged students--and to incorporate this awareness into their day-to-day work. Teachers, principals, and legislators must
In addition to providing a framework for meeting these challenges, this book offers specific suggestions for bridging the cultural divide through such diverse methods as direct vocabulary instruction, opportunity-to-learn strategies, and school-level organizational reform. Thoroughly researched and eloquently written, it is a vital resource for ensuring that students of all backgrounds succeed equally well in the classroom.
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Table of Contents
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About the Authors
BELINDA WILLIAMS (1940–2009) was a cognitive psychologist with more than 30 years of experience studying the academic achievement patterns of culturally and socioeconomically disadvantaged students. She held senior research and development positions at the University of Pennsylvania, the Northeast and Islands Regional Educational Laboratory at Brown University, and Research for Better Schools. Her research focused on the impact of cultural environments on cognitive development. In addition to her work with the National Education Association’s Priority Schools Initiative, state departments, universities, national associations, and school districts, she was the editor of Closing the Achievement Gap: A Vision for Changing Beliefs and Practices (1996) and coauthor of Effort and Excellence in Urban Classrooms: Expecting—and Getting Success from All Students (2002). She received her doctorate in psychology from Rutgers University.
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achievement gap | equity | student performance | urban education | minorities
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