Schooling Students Placed at Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents

By Mavis G. Sanders | Go to book overview

others in their professional communities through ongoing professional development. Greater attention to teacher preparation and professional development greatly increases the likelihood of improved schooling experiences for poor and minority students.

In summary, the chapters in this book highlight the need for focused attention to five areas in education: school expenditures; educational policies; quality of school experience; school, family and community connections; and teacher education and professional development. If the debate on differential student outcomes focused more on these issues and less on racial and social class stereotypes and biases, then greater progress would be made in improving the educational outcomes of historically underserved youth. The attainment of this goal is crucial not only for poor and minority students, but for the economic, political, and social well-being of the larger society as well.


REFERENCES

American Association of Colleges for Teacher Education. ( 1995). RATE: Teaching teachers: Facts and figures. Washington, DC: Author.

Anyon J. ( 1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press.

Epstein J. L. ( 1992). School and family partnerships. In M. Alkin (Ed.), Encyclopedia of educational research ( 6th ed., pp. 1139-1151). New York: MacMillan.

Fine M. ( 1991). Framing dropouts: Notes on the politics of an urban public high school. Albany, NY: State University of New York Press.

Miller L. S. ( 1995). An American imperative: Accelerating minority educational advancement. New Haven, CT: Yale University Press.

Oakes J. ( 1988). Tracking in mathematics and science education: A structural contribution to unequal schooling. In L. Weis (Ed.), Class, race and gender in American education, (pp. 106-125). Albany, NY: State University of New York Press.

Wood F. H., & Thompson S. R. ( 1993). Assumptions about staff development based on research and best practice. Journal of Staff Development, 7(1), 52-66.

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