第 1/1 張圖片
Embracing Risk in Urban Education: Curiosity, Creativity, and Courage in the...
by Ginsberg, Alice E. | HC | Acceptable
狀況：
“Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend ”... 閱讀更多內容關於物品狀況
運費：
所在地：Aurora, Illinois, 美國
送達日期：
估計於 6月21日, 五至 6月24日, 一之間送達 運送地點 43230
退貨：
保障：
請參閱物品說明或聯絡賣家以取得詳細資料。閱覽全部詳情查看保障詳情
（不符合「eBay 買家保障方案」資格）
物品細節
- 物品狀況
- 尚可
- 賣家備註
- Binding
- Hardcover
- Weight
- 0 lbs
- Product Group
- Book
- IsTextBook
- No
- ISBN
- 9781607099482
- Subject Area
- Social Science, Education
- Publication Name
- Embracing Risk in Urban Education : Curiosity, Creativity, and Courage in the Era of "No Excuses" and Relay Race Reform
- Publisher
- Rowman & Littlefield Education
- Item Length
- 9.4 in
- Subject
- Urban, Multicultural Education, Children's Studies, General, Evaluation & Assessment, Aims & Objectives
- Publication Year
- 2012
- Type
- Textbook
- Format
- Hardcover
- Language
- English
- Item Height
- 0.6 in
- Item Weight
- 14.4 Oz
- Item Width
- 6.3 in
- Number of Pages
- 144 Pages
關於產品
Product Identifiers
Publisher
Rowman & Littlefield Education
ISBN-10
1607099489
ISBN-13
9781607099482
eBay Product ID (ePID)
110922431
Product Key Features
Number of Pages
144 Pages
Publication Name
Embracing Risk in Urban Education : Curiosity, Creativity, and Courage in the Era of "No Excuses" and Relay Race Reform
Language
English
Subject
Urban, Multicultural Education, Children's Studies, General, Evaluation & Assessment, Aims & Objectives
Publication Year
2012
Type
Textbook
Subject Area
Social Science, Education
Format
Hardcover
Dimensions
Item Height
0.6 in
Item Weight
14.4 Oz
Item Length
9.4 in
Item Width
6.3 in
Additional Product Features
Intended Audience
Trade
LCCN
2011-046715
Dewey Edition
23
Reviews
Public schools in the US have long operated as sorting machines channeling students to serve the needs of capital and so-called national interests. Ginsberg deconstructs the rhetoric of contemporary test-driven school reform, with a specific emphasis on the concept of 'at risk.' The premise is statistics that identify entire cultures as 'at risk' are powerful stories not simply of low expectations, cultural deprivations, and individual laziness, but of political capital, misused power, and unjustly distributed resources. Ginsberg provides a powerful analysis of how the policies that supposedly promote meritocracy, personal responsibility, and individual achievement also contain strong components of separating, sorting, marginalizing, and punishing students, particularly those from communities considered "at risk" and who refuse to conform to the status quo. Unlike many ideologically similar critics of public schools, Ginsberg presents a hopeful message through case studies of four urban schools that illustrate more meaningful and sustainable ways for students to learn. These schools embrace risk in that they are unafraid of challenging the status quo of teaching and learning by cultivating spaces where students can question how and why certain knowledge is validated, marginalized, or dismissed. Summing Up: Essential., In my mind the risk for students in urban schools is that they are the victims of a cornucopia of policies designed to ensure that their schools are labeled as low-performing and therefore in need of state intervention, making room for the hustlers, profiteers and do-gooders from the beyond to "save" them. Alice Ginsberg reminds us that there are schools fighting against this current, and doing so in ways that demonstrate that schools which start from the premise that city kids can learn and want to learn can accomplish remarkable things., Urban schools can be exciting and successful environments for our most underserved students. Ginsberg describes effective strategies that must be integrated into our schools; these strategies are not about testing, but about believing in the abilities of all students and mentoring them to address complex social issues that they as adults will be responsible for in the future. Our national risk is that so many students are not being engaged in schools; numerous young people feel schools are not relevant or responsive to their lives. School curriculum has become a response to corporate requests rather than to focus on the developmental and academic needs of our students. Children are the most important natural and national resources of our nation. Ginsberg challenges the narrow and limited views of the potentials and abilities of our urban children and their families. , In my mind the risk for students in urban schools is that they are the victims of a cornucopia of policies designed to ensure that their schools are labeled as low-performing and therefore in need of state intervention, making room for the hustlers, profiteers and do-gooders from the beyond to save them. Alice Ginsberg reminds us that there are schools fighting against this current, and doing so in ways that demonstrate that schools which start from the premise that city kids can learn and want to learn can accomplish remarkable things., Alice Ginsberg brings fresh and compelling perspective to the challenges educators face in urban districts, schools and classrooms and how education policy makers, teachers, administrators and stakeholders can effectively address them by creating a new culture for adults and students thateembraces risk to ensure that all students learn and achieve at high levels., In my mind the risk for students in urban schools is that they are the victims of a cornucopia of policies designed to ensure that their schools are labeled as low-performing and therefore in need of state intervention, making room for the hustlers, profiteers and do-gooders from the beyond to 'save' them. Alice Ginsberg reminds us that there are schools fighting against this current, and doing so in ways that demonstrate that schools which start from the premise that city kids can learn and want to learn can accomplish remarkable things., Too many policy makers and commentators decry the failure of urban schools without recognizing that the problems such schools face are a byproduct of our society's neglect and indifference. Alice Ginsberg has provided us with a new way in which to understand the challenges confronting urban schools and clear and refreshing perspective on how they might be addressed. This is a timely and insightful book and it should read by anyone who truly seeks to make a difference in urban education., Public schools in the US have long operated as sorting machines channeling students to serve the needs of capital and so-called national interests. Ginsberg deconstructs the rhetoric of contemporary test-driven school reform, with a specific emphasis on the concept of "at risk." The premise is statistics that identify entire cultures as "at risk" are powerful stories not simply of low expectations, cultural deprivations, and individual laziness, but of political capital, misused power, and unjustly distributed resources. Ginsberg provides a powerful analysis of how the policies that supposedly promote meritocracy, personal responsibility, and individual achievement also contain strong components of separating, sorting, marginalizing, and punishing students, particularly those from communities considered "at risk" and who refuse to conform to the status quo. Unlike many ideologically similar critics of public schools, Ginsberg presents a hopeful message through case studies of four urban schools that illustrate more meaningful and sustainable ways for students to learn. These schools embrace risk in that they are unafraid of challenging the status quo of teaching and learning by cultivating spaces where students can question how and why certain knowledge is validated, marginalized, or dismissed. Summing Up: Essential., For all of us, the most powerful learning experiences are the ones that push us outside of our comfort zones, and challenge us in ways that create the possibility that we might discover something new about ourselves, each others, and the larger world. As Alice Ginsberg understands, meaningful learning is risky, difficult, and sometimes painful. But ite(tm)s also sometimes the moment when we first discover what wee(tm)re capable of, and why we can never go back to the way we were., Urban schools can be exciting and successful environments for our most underserved students. Ginsberg describes effective strategies that must be integrated into our schools; these strategies are not about testing, but about believing in the abilities of all students and mentoring them to address complex social issues that they as adults will be responsible for in the future. Our national risk is that so many students are not being engaged in schools; numerous young people feel schools are not relevant or responsive to their lives. School curriculum has become a response to corporate requests rather than to focus on the developmental and academic needs of our students. Children are the most important natural and national resources of our nation. Ginsberg challenges the narrow and limited views of the potentials and abilities of our urban children and their families., All educators can learn from the key ideas, school and teaching examples from this book. Anyone who is interested in further understanding the core concepts embedded in the book, the nature and character of these schools and model teaching examples, and what they imply for a 21st century education, then read Embracing Risk in Urban Education., Alice Ginsberg brings fresh and compelling perspective to the challenges educators face in urban districts, schools and classrooms and how education policy makers, teachers, administrators and stakeholders can effectively address them by creating a new culture for adults and students that… embraces risk to ensure that all students learn and achieve at high levels., For all of us, the most powerful learning experiences are the ones that push us outside of our comfort zones, and challenge us in ways that create the possibility that we might discover something new about ourselves, each others, and the larger world. As Alice Ginsberg understands, meaningful learning is risky, difficult, and sometimes painful. But it's also sometimes the moment when we first discover what we're capable of, and why we can never go back to the way we were., Alice Ginsberg brings fresh and compelling perspective to the challenges educators face in urban districts, schools and classrooms and how education policy makers, teachers, administrators and stakeholders can effectively address them by creating a new culture for adults and students that...embraces risk to ensure that all students learn and achieve at high levels.
Dewey Decimal
371.826/940974811
Table Of Content
Preface: When RISK is a Four Letter Word Introduction: Why Embrace Risk in Education? Chapter One: The New Three R's in Public Education: Relay Race Reform Unpacking the Language of 21st Century School Reform Chapter Two: A Mission to Question: CriticalInquiry, Creativity and Risk The Science Leadership Academy (SLA) Chapter Three: Courageous Conversations: Teaching, Cultural Identity and Risk The Folk Arts Cultural Treasures School (FACTS) Chapter Four: When Superman is Delayed: Social Justice, Student Activism, and Risk Parkway NW School for Peace and Social Justice Chapter Five: Unlocking the Schoolyard Gate: Geography, Community and Risk The Wissahickon Charter School Conclusion Appendix A: Contemporary Educators Respond: "How would you define embracing risk in urban education?" Bibliography Index
Synopsis
At a time when American urban public education is under broad attack, and in which America is perceived as a nation at risk that is losing the race to the top, educators and politicians from across the spectrum are promoting increased emphasis on standardized testing, business models of school reform, zero tolerance, no excuses, promoting cultural assimilation, and building a standardized curriculum. Ginsberg argues that in the effort to reduce the achievement gap and mitigate the pejorative label of "at-risk," we are in danger of eliminating risk from education entirely. This is especially the case in urban schools with large numbers of poor and minority students. Ginsberg explores alternative approaches to student achievement at four dynamic Philadelphia public schools. This book provides a grounded, close look at alternative and innovative pedagogies which embrace risk through an emphasis on critical inquiry, cultural diversity, global awareness, project-based learning, collaboration, community partnerships, and student activism. The result? Schools which can nurture a new generation of students who are not only smart and literate but can think help preserve American Democracy while furthering the quest for peace, unity, equity, and social justice., At a time when American urban public education is under broad attack, and in which America is perceived as a nationat risk that is losing the race to the top, educators and politicians from across the spectrum are promoting increased emphasis on standardized testing, business models of school reform, zero tolerance, no excuses, promoting cultural assimilation, and building a standardized curriculum. Ginsberg argues that in the effort to reduce the achievement gap and mitigate the pejorative label of "at-risk," we are in danger of eliminating risk from education entirely. This is especially the case in urban schools with large numbers of poor and minority students. Ginsberg explores alternative approaches to student achievement at four dynamic Philadelphia public schools. This book provides a grounded, close look at alternative and innovative pedagogies which embrace risk through an emphasis on critical inquiry, cultural diversity, global awareness, project-based learning, collaboration, community partnerships, and student activism. The result? Schools which can nurture a new generation of students who are not only smart and literate but can think help preserve American Democracy while furthering the quest for peace, unity, equity, and social justice., Ginsberg argues that in the effort to reduce the achievement gap and mitigate the pejorative label of "at-risk," we are in danger of eliminating risk from education entirely. This is especially the case in urban schools with large numbers of poor and minority students. Ginsberg explores alternative approaches to student achievement at four dynamic Philadelphia public schools.
LC Classification Number
LC4093.P5.G56 2012
Copyright Date
2012
ebay_catalog_id
4
賣家提供的物品說明
運費與處理費
物品所在地：
Aurora, Illinois, 美國
運送地點
不丹, 中國, 中國台灣, 中國澳門, 中國香港, 中非共和國, 丹麥, 乍德, 也門, 亞塞拜疆共和國, 亞美尼亞, 以色列, 伊拉克, 伯利茲, 佛得角群島, 保加利亞, 克羅地亞共和國, 全球, 冰島, 列支敦士登, 利比利亞, 剛果共和國, 剛果民主共和國, 加拿大, 加納, 加蓬共和國, 匈牙利, 南非, 南韓, 博茨瓦納, 卡塔爾, 印尼, 印度, 危地馬拉, 厄瓜多爾, 厄立特里亞, 吉布提, 吉爾吉斯, 哈薩克, 哥倫比亞, 哥斯達黎加, 喀麥隆, 圖瓦盧, 土庫斯安德凱科斯群島, 土庫曼, 土耳其, 圭亞那, 坦桑尼亞, 埃及, 埃塞俄比亞, 基里巴斯, 塔吉克, 塞內加爾, 塞拉利昂, 塞浦路斯, 塞爾維亞, 塞舌爾, 墨西哥, 多哥, 多明尼加, 多明尼加共和國, 奧地利, 孟加拉, 安哥拉, 安圭拉島, 安提瓜和巴布達, 安道爾, 寮國, 尼加拉瓜, 尼日利亞, 尼日爾, 尼泊爾, 巴哈馬, 巴基斯坦, 巴布亞新畿內亞, 巴拉圭, 巴拿馬, 巴林, 巴西, 布基納法索, 布隆迪, 希臘, 帛琉, 幾內亞, 幾內亞比索, 庫克群島, 德國, 意大利, 愛沙尼亞, 愛爾蘭, 所羅門群島, 拉脫維亞, 挪威, 捷克共和國, 摩洛哥, 摩爾多瓦, 摩納哥, 斐濟, 斯威士蘭, 斯洛伐克, 斯洛文尼亞, 斯瓦爾巴群島和揚馬延島, 斯里蘭卡, 新加坡, 日本, 智利, 柬埔寨, 格恩西島, 格陵蘭, 格雷納達, 格魯吉亞, 梵蒂岡, 比利時, 毛里求斯, 汶萊, 沙特阿拉伯, 法國, 波多黎各, 波斯尼亞和黑塞哥維那, 波蘭, 泰國, 津巴布韋, 洪都拉斯, 海地, 湯加, 澤西島, 澳洲, 烏干達, 烏拉圭, 烏茲別克, 牙買加, 特里尼達和多巴哥, 玻利維亞, 瑙魯, 瑞典, 瑞士, 瓦利斯和富圖納群島, 瓦努阿圖, 甘比亞, 白俄羅斯, 百慕達群島, 盧旺達, 盧森堡, 直布羅陀, 福克蘭群島（馬爾維納斯）, 科威特, 科特迪瓦（象牙海岸）, 秘魯, 突尼斯, 立陶宛, 米克羅尼西亞, 約旦, 納米比亞, 紐埃, 紐西蘭, 索馬里, 羅馬尼亞, 美屬薩摩亞, 美屬處女島, 聖基茨-尼維斯, 聖文森和格瑞那丁, 聖皮耶與密克隆群島, 聖盧西亞, 聖赫倫那島, 聖馬力諾, 肯亞, 芬蘭, 英國, 英屬維爾京群島, 茅利塔尼亞, 荷屬安地列斯群島, 荷蘭, 莫桑比克, 菲律賓, 萊索托, 葛摩, 葡萄牙, 蒙古, 蒙特色拉特島, 薩爾瓦多, 蘇里南, 西撒哈拉, 西班牙, 西薩摩亞, 貝寧, 贊比亞, 赤道幾內亞, 越南, 開曼群島, 關島, 阿富汗, 阿拉伯聯合酋長國, 阿曼, 阿根廷, 阿爾及利亞, 阿爾巴尼亞, 阿魯巴, 馬來西亞, 馬其頓, 馬拉維, 馬爾代夫, 馬約特島, 馬紹爾群島, 馬耳他, 馬達加斯加, 馬里, 黎巴嫩, 黑山
排除：
俄羅斯聯邦, 利比亞, 委內瑞拉, 巴貝多, 新喀里多尼亞, 法屬圭亞那, 法屬玻里尼西亞, 烏克蘭, 瓜德羅普島, 留尼汪島, 馬提尼克島
| 運費與處理費 | 運送地點 | 運送方式 | 運送*查看送達備註 |
|---|---|---|---|
| 免運費 | 美國 | Economy Shipping | 估計於 6月21日, 五至 6月24日, 一之間送達 運送地點 43230 |
| US $15.99（大約 HK$ 124.92） | 美國 | Expedited Shipping | 估計於 6月20日, 四至 6月21日, 五之間送達 運送地點 43230 |
| 處理時間 |
|---|
| 通常會在收到所有款項後的 1 個工作日內發貨。 |
| 稅項 |
|---|
| 賣家將對以下州別的買家收取銷售稅： |
物品編號 145379818855 的銷售稅
物品編號 145379818855 的銷售稅
賣家會對寄往以下各州的物品收取銷售稅：
| 州／省 | 銷售稅稅率 |
|---|---|
| Missouri (MO) | 8.238% |
退貨政策
| 收到物品後聯絡賣家的期限： | 退款方式 |
|---|---|
| 30 日 | 退款 |
賣家負責支付退貨運費。
賣家信用評價 （5,218,924）
s***o (812)- 買家留下的信用評價。
過去 1 個月
購買已獲認證
As described. Thank you
j***i (1988)- 買家留下的信用評價。
過去 1 個月
購買已獲認證
Excellent eBay transaction, fast shipping, very well packed, excellent book. THANK YOU!
h***l (41)- 買家留下的信用評價。
過去 1 個月
購買已獲認證
Best book seller!! Always a smooth transaction.
A+++++++++