CONTENTS
Foreword by Tyrone C. Howard xi
Acknowledgments xv
INTRODUCTION 1
CHAPTER 1
School- and District-Level Reform for Effective Teaching and
Learning 29
CHAPTER 2
Focus on Instruction 67
CHAPTER 3
Case Studies of Practice: Life in Schools and Classrooms 113
CHAPTER 4
A Call to Action in Teacher Education 143
CHAPTER 5
Conclusion 175
Notes 187
About the Author 203
Index 205
H. Richard Milner IV is the Helen Faison Professor of Urban Education and director of the Center for Urban Education at the University of Pittsburgh School for Education, USA.
In reading Milner's book, I was immediately struck by the
similarities between the experiences he shares, and the educational
situation of Indigenous people here in Australia. Notwithstanding
the need for context and locational sensitivity, there are
nevertheless salient lessons within Milner's book for Australian
educators and policy makers….Milner's book is not the first of its
kind, and is unlikely to be the last if present inequities,
prejudices and poor quality outcomes persist. While Milner looks
through a ‘race-based’ prism to explain and counter social
disadvantage, fellow African-American leading academic Sheryll
Cashin adopts a ‘place-based’ approach to the same issues in her
seminal work called ‘Place, Not Race: A New Vision of Opportunity
in America’. Whether one chooses to look through Milner's window of
‘race’ or through Cashin's window of ‘place’, chances are we are
looking at the same children. All young people – in the United
States, Australia and elsewhere – deserve a high-quality education,
which means greater equity in places and between races. Now there's
a place worth racing to." Australian Journal of Education,
February 2016
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