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In recent decades, K-12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

Gain a transformative and practical guide that will help you deepen your understanding of how systemic inequities impact you and your students. In this book, the authors serve as co-conspirators to help educators develop authentic, inclusive approaches. You'll learn to strategically challenge the status quo, empower other educators, and make practical changes to ensure equitable learning environments for all students. K–12 teachers can use this book to: * Examine the complexity of identity to help them understand themselves and their students and avoid perpetuating harm * Take a journey from examining systemic inequities that affect schools to envisioning a future of equitable education * Identify unintentionally harmful practices and shift to culturally competent practices that ensure authenticity in the classroom * Ponder their individual journeys as educators respond to chapter-reflection prompts * Engage with interactive tools, activities, and reproducibles Contents: Introduction Chapter 1: The Value of Authenticity Chapter 2: Teacher Identity, Intersectionality, and Cultural Competence Chapter 3: The System and Authenticity Chapter 4: Schooling, Authenticity, and Student Relationships Chapter 5: (Try to) Do No Harm Chapter 6: Dreams of an Authentic Future Epilogue References and Resources Index

The study investigates the academic resilience of Swedish students, focusing on how school-level factors contribute to achievement differences between resilient and non-resilient students. Using data from PISA cycles from 2000 to 2015, the study employs propensity score matching and hierarchical linear modeling to examine the impact of individual, teacher, and school-level factors on student achievement in science, mathematics, and reading. The findings highlight the importance of school resources, teacher-student relationships, and school climate in fostering resilience among students from low socioeconomic backgrounds. The study also addresses limitations like reduced sample size and variability in data across PISA cycles, suggesting future research to enhance statistical power and cross-cycle comparisons.

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. * Community factors --the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.

The continuous improvement (CI) approach to systems change has rapidly spread across education policy circles in recent years and has been hailed as a promising means to achieve educational equity and social justice. CI's highly routinized, scientific process for improving efficiency and productivity is a somewhat unexpected means to pursue equity. To understand this puzzle, I examine the use of CI to promote equity through two qualitative, multilevel case studies. I draw on institutional theory to understand how CI has integrated logics of racial equity and performance, and how local actors have improvised novel approaches. This analysis illuminates the complex institutional dynamics at play with CI implementation and identifies the challenges and promise of using CI to promote educational equity.

This comprehensive book explores the importance of cultural diversity in the field of education. It delves into the significance of embracing diverse backgrounds, beliefs, and perspectives within the classroom. With a focus on creating inclusive learning environments, the book provides valuable insights into curriculum development and teaching strategies that promote cultural understanding and sensitivity. Through a variety of case studies and practical examples, readers gain a deeper understanding of how cultural diversity can enrich the educational experience for both students and educators. This book is an essential resource for anyone passionate about fostering inclusive education.

This book focuses on myth, which, as a language, tells the stories of human experience, regardless of accuracy or impact, and to claim that myth is innocent, or worse yet, give no explicit attention to myth, is a dangerous proposition. However, just as myths can be used to confuse and convince, if remythified they also can be used to clarify and conjure up new understandings and new language around American education. Within this book, the myths about guns in schools, banned books, Native American school mascots, immigrant and transnational youth, who teachers are, Critical Race Theory, standard English, bilingualism and disability, chosen names and preferred pronouns, and vouchers for private school education are all critiqued, exposed for their mythical language, but also remythified, re-contextualizing the language and the discourse towards the means of supporting the most vulnerable of youth in U.S. schools. The first and foremost function of language is thought. Learning how to play within the power game of myth production and remythification is important for reorienting ideologies around American education mythologies.

Offers a model for increasing equity in STEM education at the K–12 level in the United States.In STEM Education in Underserved Schools, editor Julia V. Clark addresses an urgent national problem: the need to provide all students with a quality STEM education. Clark brings together a prestigious group of scholars to uncover the factors that impede equity and access in STEM education teaching and learning and provides research-based strategies to address these inequities. This contributed volume demonstrates that students of color and those from lower socioeconomic communities have less access to qualified science and mathematics teachers, less access to strong STEM curriculum, less access to resources, and fewer classroom opportunities than their peers at other schools. Identifying the challenges and best practices related to producing more equitable and inclusive routes to access STEM education and professions, contributors explain how to positively impact the trajectory of individuals from underrepresented groups in K–12 and pre-college programs and lay out a bold reenvisioning of STEM education. These essays aim to build knowledge and theory for how schools can promote coherent guidance for culturally responsive instruction by exploring the policies and practices of four nations—Finland, Singapore, Korea, and Australia—that have made noteworthy strides toward more equitable achievement in science and mathematics. Clark offers a powerful framework in STEM to capture the benefits of international collaborations that would embed American scientists and students in vibrant, globally collaborative networks. Through a deep analysis of successful programs elsewhere in the world and a uniquely international framework, Clark and these contributors present an innovative road map to equalize access to STEM education in the United States.

This study explored the impact of Argumentation-driven inquiry (ADI) on primary school students’ argumentation performance in a blended synchronous learning environment (BSLE). A total of 159 fifth-grade primary school students (79 from an urban school and 80 from a rural school) participated in this quasi-experimental study. Students in the control group received inquiry-based (without argumentation) instruction in BSLE, while the experimental group students were instructed in an ADI approach in BSLE. Argumentation performance was measured before and immediately after the four-week research intervention. Results demonstrated that the remote (rural) school students in the experimental group scored significantly higher than remote (rural) school students in the control group on the Claim and Evidence dimensions, while no significant difference existed on the Reasoning and Counterclaim dimensions. The experimental group’s onsite (urban) school students scored significantly higher on the Claim and Reasoning dimensions than the control group’s onsite (urban) school students, though no significance was found in the overall score. This study also found that within the experimental group, the remote (rural) students scored significantly higher on the Evidence dimension of argumentation than the onsite (urban) students. The results of this study showed that in a BSLE, the ADI instructional approach had positive influence on the argumentation performance of primary school students in both rural and urban sites. Implementing ADI in BSLE could bridge the rural–urban gap in education and promote educational equity.