This book provides effective strategies that can be used to improve academic achievement and well-being of minority students. It examines, collectively, three cultural groups on themes related to diverse families, immigration issues, and teaching and learning. The book conceptualizes opportunities and challenges in working with minority children in the context of the federal No Child Left Behind Act. It is a must-have reference for anyone who works with children.

Affirmative Development makes the case theoretically for deliberate intervention to develop academic ability for students not naturally disposed to develop such ability by the conditions under which they live. The book includes discussions of intellective competence and intellective character as products of the development of academic ability and reviews of the research evidence for the feasibility and morality of such action.

Affirmative Development makes the case theoretically for deliberate intervention to develop academic ability for students not naturally disposed to develop such ability by the conditions under which they live. The book includes discussions of intellective competence and intellective character as products of the development of academic ability and reviews of the research evidence for the feasibility and morality of such action.

This text looks beyond poverty and unemployment, street-fights and drug deals in American inner-cities to examine cultural, economic, educational, and social resources. It aims to raise consciousness about the opportunities available to foster resilience among children, families and communities.

While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom.

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also...

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also...

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also...