Walker explains that principals participated in local, regional, and national associations, comprising a black educational network through which power structures were formed and ideas were spread to schools across the South. The professor enabled local school empowerment and applied the collective wisdom of the network to pursue common school projects such as pressuring school superintendents for funding, structuring professional development for teachers, and generating local action that was informed by research in academic practice. The professor was uniquely positioned to learn about and deploy resources made available through these networks. Walker's record of the transfer of ideology from black organizations into a local setting illuminates the remembered activities of black schools throughout the South and recalls for a new generation the role of the professor in uplifting black communities.
The book addresses issues that to date have not been fully explored including the strategies of the 12-15 year old age range learning Modern Languages such as French, German, Spanish and Mandarin Chinese. A special focus is given to the sociocultural aspects of learner strategies and their link with psychological contexts in which they are used. The authors explore the cognitive turn in language learner strategy research and the practical teaching approaches it helps to develop. It sets a future agenda for learner strategy research and classroom practice.
See also Dr. Leavy's edited volume, Handbook of Arts-Based Research, which examines the theoretical and methodological foundations of ABR and explores cutting-edge applications across disciplines.
New to This Edition:
*Covers two additional ABR genres: fiction-based research and film.
*Chapter on the criteria for evaluating ABR studies.
*Most end-of-chapter exemplars are new; plus links to online exemplars added for ABR performance studies.
*Chapters restructured to follow a consistent format.
*Implications for creative arts therapies are addressed throughout.
*Increased attention to public scholarship and audience issues.
*Expanded discussions of ABR as a paradigm, playbuilding, and technology.
*Checklists of issues to consider when deciding how to use a particular method.
*Discussion questions and activities that can be worked on in class or assigned.
*Annotated lists of suggested readings and websites, including links to online performance pieces.
*Instructive research examples from multiple disciplines.
*Flexibly organized so that chapters can be read independently or in sequence.
Winner--AERA Division D Significant Contribution to Educational Measurement and Research Methodology Award
Gaye Gronlund is an early childhood education consultant who trains early childhood educators across the country.
Marlyn James is an education and early childhood professor.
Filled with revealing anecdotes, The Baron and the Bear is the story of two intensely passionate coaches and the teams they led through the ups and downs of a college basketball season. In the twilight of his legendary career, Kentucky’s Adolph Rupp (“The Baron of the Bluegrass”) was seeking his fifth NCAA championship. Texas Western’s Don Haskins (“The Bear” to his players) had been coaching at a small West Texas high school just five years before the championship.
After this history-making game, conventional wisdom that black players lacked the discipline to win without a white player to lead began to dissolve. Northern schools began to abandon unwritten quotas limiting the number of blacks on the court at one time. Southern schools, where athletics had always been a whites-only activity, began a gradual move toward integration.
David Kingsley Snell brings the season to life, offering fresh insights on the teams, the coaches, and the impact of the game on race relations in America.
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Through case studies of college faculty, administrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the “muddled conversation” that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice—justice as fairness, justice as care, and justice as transformation—the authors provide strategies for enacting equity in practice on college campuses. Engaging the “Race Question” illustrates how practitioner inquiry can be used to address the “race question” with wisdom and calls on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism—and provides a blueprint for doing so.
Book Features:Provides concrete examples of policy and practice for improving equity in postsecondary education. Examines the role of individuals and groups in the change process. Includes examples of action research tools from the Equity Scorecard. Offers strategies for professional development and organizational change.
“Dowd and Bensimon have been at the forefront of racial equity research in higher education for nearly two decades, and their racial equity scorecard has changed the way higher education thinks about the issue.”
—Patricia Gándara, co-director, The Civil Rights Project
“Proven strategies that every educator in America can use to develop context-specific solutions for advancing equity while exploring the legacy of institutionalized racism that typically paralyzes reform and hinders change.”
—Tia Brown McNair, senior director for student success, Association of American Colleges and Universities
“A valuable step-by-step guide to making our colleges more academically inviting and egalitarian.”
—Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education