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- Why it's a mistake to explain and rationalize the persistence of the achievement gap on the basis of a single influence, such as poverty, family background, or culture.
- What is wrong with popular approaches to closing the achievement gap.
- Why it is critical to focus on the assets that each student brings to the classroom, rather than on the perceived deficiencies.
- Why pluralizing the cultural conditions in schools increases the possibility that a greater number of students—from a wider range of backgrounds—will learn.
- Promoting and enhancing student engagement in learning and addressing avoidance behaviors.
- Raising the levels of three key personal behaviors: self-efficacy, self-regulated learning, and incremental ability beliefs about intelligence.
- Cultivating constructive classroom dynamics and transactions such as positive teacher student relationships and collaborative learning.
Here's your opportunity to understand why some school districts are making more progress than others, to make sure you're focused on what really works, and to build the capacity of high-performance, high-poverty schools.
A. Wade Boykin is a professor and director of the graduate program in the Department of Psychology at Howard University. He is also the executive director of the Capstone Insttitute at howard University.
Pedro Noguera is an internationally recognized thought leader on addressing issues of equity and diversity in public schools. He is the Peter L. Agnew Professor at New York University's Steinhardt School of Education, the executive director of the Metropolitan Center for Urban Education, and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings.
Table of Contents
Part I: Understanding the Achievement Gap
Chapter 1: What Are the Dimensions of the Gap
Chapter 2: What's Race Got to Do with It?
Part II: Analyzing the Research
Chapter 3: Engagement
Chapter 4: Guiding Functions
Chapter 5: Asset-Focused Factors: Interpersonal RElationships
Chapter 6: Asset-Focused Factors: Intersubjectivity
Chatper 7: Asset-Focused Factors: Information-Processing Quality
Part III: Applying What We Know
Chapter 8: Why Are Some Schools Making More Progress Than Others?
Chatper 9: What Can We Do to Close the Gap?