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Teach! Change! Empower!
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Teach! Change! Empower!
Solutions for Closing the Achievement Gaps



October 2009 | 152 pages | Corwin
Carl Grant, a leading authority on multicultural education, offers a constructive action plan to help teachers affirm and support their studentsÆ diverse individual and group identities while simultaneously developing pedagogies that will enable them to close the achievement gap.áTeach! Change! Empower! introduces a step-by-step change processùfrom acknowledging the need for change to implementation of changeùand presents a model for creating schools that are: Places where students can have significant achievementsCulturally relevant environments for studentsPlaces where power is used to promote caring communities
 
Preface
 
Acknowledgments
 
About the Author
 
Getting the Most out of the Book
 
Part 1. The Harder Work of Teaching
 
1. The Achievement Gap
What is the Achievement Gap and Why Must It Be Eliminated?  
The Multiplicity and Intersectionality of Gaps  
Effects of the Academic Achievement Gap  
Action Plan 1: Revisiting the Struggle for Closing the Achievement Gap with Fresh Eyes  
 
2. Diversity and Power
Diversity  
Affirming Diversity  
All Teachers Need to Learn about Diversity  
Power in the Context of Change  
Where is Power in Your School?  
Action Plan 2: Affirming Diversity in Your Classroom & Power Structures in Society  
 
3. Caring With Socio-Political Consciousness
Becoming Socially Critical  
Fostering a Caring Community Among Students  
Action Plan 3: Caring with Socio-Political Consciousness  
 
4. Acknowledging the Change/Transition: Step One
Mobility and Change: A New and Different Time  
Multiple Teacher Roles & Change  
Changing the Markers of Achievement  
Action Plan 4: Goals for Change  
 
5. Reacting to Change/Transition: Step Two
Strong Feeling and Mixed Emotions  
Searching to Connect With Student Knowledge and Experiences  
Nervous Reactions to Racism and Other “Ism”s  
Reactions are Influenced by Context and Settings  
New Teachers Need Help  
Action Plan 5: Reacting to the Change - Confronting Our Biases and Conditioning  
 
6. Investigating the Change/Transition: Self Investigation - Step Three
Teacher Multicultural Attitude Survey (TMAS)  
Knowledge of Self: Self-Understanding and Self-Acceptance  
Multicultural Personality for Affirming Diversity  
Teacher Personal Dispositions Toward Diversity  
Knowledge About the School Community  
Attitudes and Dispositions of Teachers Who Work to Close the Achievement Gaps  
Reflection 6.4  
Action Plan 6: Self-Investigation  
 
7. Investigating the Change/Transition: Program Investigation
The Achievement Reform Movement  
Action Plan 7: Program Investigation  
 
8. Implementing Change: Step Four
Knowledge Base for Closing the Achievement Gaps  
Knowledge of Curricular Content: A Strong Subject Matter Base  
Knowledge About Teaching: Pedagogical Content Knowledge  
Pedagogical Skills for Closing the Achievement Gaps  
Teacher Pedagogical Skills Survey  
Reflective Skills  
Action Plan 8: Teacher Knowledge About Content and Pedagogy  
 
Part 3. Change/Solutions in Practice
 
9. Cultural Competence
Culturally Relevant Curriculum  
Reflection 9.3  
Action Plan 9: Cultural Competence and Culturally Relevant Teaching  
 
10. Change/Solution in Practice: Four Examples
 
Conclusion
 
References
 
Index

"Teach! Change! Empower! takes the concepts of diversity and change—which are often complex, abstract, confusing, and not salient to many teachers who struggle with the meaning of the concepts in actual classroom practices—and uses them as a framework for something that is very real to teachers: the achievement gap. This connection both increases salience to the teacher and gives him or her a greater motivation for examining and understanding the impact of diversity and change."

Barbara Heuberger Rose, Associate Professor
Miami University

"This book is easy to read and holds the reader's attention. The tools for self assessment and interactive discussion are outstanding. Readers are challenged to think about themselves and their role in addressing achievement gaps in a non-blaming manner. Carl Grant does an outstanding job of incorporating the work of a number of researchers in a way that readers easily see the connections between the researcher's work and the achievement gap."

Maria Whittemore, Minority Achievement Coordinator
Frederick County Public Schools, MD

"The foundation of this work is helping individuals understand themselves racially and how racism works institutionally, and how we can build on this knowledge to create culturally responsive pedagogy. The hundreds of teachers and principals we work with will find this book extremely helpful."

Peter T. Wilson, President
Education Equity Consultants, LLC

Sample Materials & Chapters

Preface

Chapter 1: The Achievement Gap


Preview this book

Carl A. Grant

Carl A. Grant is Hoefs-Bascom Professor of teacher education in the Department of Curriculum and Instruction at the University of Wisconsin—Madison. His work for more than thirty years has been with teachers and administrators who commit to improve students’ achievement, enrich their knowledge and skill set in multicultural social justice, culturally responsive curriculum development, and teaching. He has written several books and many articles for teachers that address student achievement, curriculum development, teaching strategies, and parent-teacher engagement. More About Author

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