David C. Banks knows a few things about at-risk boys. In 2004, he petitioned New York City's mayor to allow an all-boys public school to open in one of the most troubled districts in the country, the South Bronx. He had a point to prove: When rituals that boys are innately drawn to are combined with college prep-level instruction and community mentorship, even the most challenging students can succeed. The result? The Eagle Academy for Young Men-the first all-boys public high school in New York City in more than thirty years-has flourished and has been successfully replicated in other boroughs and other states. In Soar, Banks shares the experiences of individual kids from the Eagle Academy as well as his own personal story. He discusses the specific approach he and his team use to drive students, from tapping into their natural competitiveness and peer-sensitivity to finding teachers who know firsthand the obstacles these students face. Result-oriented and clear-eyed about the challenges and the promises of educating boys at risk, this is a book that no one who wants to see our young men flourish can afford to miss.

This title is only available as a Loose-Leaf version with Pearson eText.   This definitive resource gives readers a strong background in the conceptual, theoretical, and philosophical issues in multicultural education from one of the most well respected authorities in the field–James A. Banks. In the opening chapter author Banks presents his well-known and widely used concept of Dimensions of Multicultural Education to help build an understanding of how the various components of multicultural education are interrelated. He then provides vital information on preparing students to function as effective citizens in a global world; discusses the dimensions, history, and goals of multicultural education; presents the conceptual, philosophical, and research issues related to education and diversity; examines the issues involved in curriculum and teaching; looks at gender equity, disability, giftedness, and language diversity; and focuses on intergroup relations and principles for teaching and learning.    This new edition incorporates new concepts, theories, research, and developments in the field of multicultural education that have occurred since the last edition was published, and features:     0133830969 / 9780133830965 Cultural Diversity and Education: Foundations, Curriculum, and Teaching, Loose-Leaf Version with Pearson eText -- Access Card Package 0133521516 / 9780133521511 Cultural Diversity and Education: Foundations, Curriculum, and Teaching, Loose-Leaf Version 0133523195 / 9780133523195 Cultural Diversity and Education: Foundations, Curriculum, and Teaching, Pearson eText -- Access Card

Today's classrooms are more diverse than ever before. In order to reach these students, educators must be aware of the issues facing their various cultural, racial, ethnic, and language groups. Focusing on the pertinent issues in multicultural education, this new edition raises these critical issues and facilitates meaningful discussion. It has been completely updated with the latest developments in the field to provide the educator with all the tools necessary to become effective practitioners.

Product Description: Sue Walters introduces the keyissues underlying contemporary work, thinking and practice aroundethnicity, ‘race' and education drawing on current research,debate, policy and practice across mainstream and non-mainstream educationalsettings...read more

''This is a book of stories told by adolescents and adults about teaching and learning.... Puzzlement, wonder, curiosity, disruption, and distress mark the emotions of all the storytellers here.'' --From the Foreword by Shirley Brice Heath, Stanford University ''Crossing Boundaries is a must-read for anyone interested in improving the academic achievements and enhancing the literacy practices of marginalized students.'' --Beverly Moss, The Ohio State University ''This book will shake the common and reshape the knowledge we have about the passion and potential of students in urban schools.'' --JoBeth Allen, University of Georgia In her new book, Valerie Kinloch, award-winning author of Harlem on Our Minds, sheds light on the ways urban youth engage in meaning-making experiences as a way to assert critical, creative, and highly sophisticated perspectives on teaching, learning, and survival. Kinloch rejects deficit models that have traditionally defined the literacy abilities of students of color, especially African American and Latino/a youth. In contrast, she crosses boundaries to listen to the voices of students attending high school in New York City's Harlem community. In Crossing Boundaries, Kinloch uses a critical teacher-researcher lens to propose new directions for youth literacies and achievements. The text features examples of classroom engagements, student writings and presentations, discussions of texts and current events, and conversations on skills, process, achievement, and underachievement.