General Reference Works
Handbooks & Manuals
The chapters included in this book were commissioned to serve as the background for the national invitational conference sponsored by the LSS at Temple University Center for Research in Human Development and Education (CRHDE). The conference and the publication of the conference proceedings were supported by the Institute of Education Sciences (IES) of the U. S. Department of Education.
Two giants in the fields of education, psychology, and equity A. Wade Boykin and Pedro Noguera reveal bold truths about the achievement gap and provide you with a promising framework focused on key factors drawn from successful schools. 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.
Designed for both classroom teachers and specialists and featuring many authentic voices from the field, this companion to the ASCD best-seller Improving Student Learning One Teacher at a Time focuses on small, specific adjustments to planning, teaching, and assessment practices that will help raise the achievement of students at risk of academic failure, English language learners, and students receiving special education services.
In this clarion call, Paige, a former secretary of education (2001–2005) and his sister, a noted educator, pursue two threads of thought: the quest for authentic African-American leadership and the black-white achievement gap. Their argument: “while racism and discrimination are still barriers to African American progress, they are no longer the primary barriers”; and the “black-white achievement gap is the primary civil rights issue of our time.” The main obstacle to closing that gap is black leadership culture, which they “criticize... for its role in the existence, magnitude, and intractability of the black-white achievement gap.”
Distinguished researcher Joseph Murphy has gathered and analyzed the most up-to-date research and data to help school leaders understand what the achievement gap is, why it persists, and what educators can do about it.
Print Location: E185.615 .B395 1992
Print Location: E184.I6 I36 1995
Print Location: E 175.85 .L67 1996
Print Location: E185.61 .K354 2006
International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation; (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; (3) praxis essays that discuss successful multicultural education practices; and (4) reviews of visual arts, professional and children's books, and multimedia resources.
PowerPlay: A Journal of Educational Justice is a new, interdisciplinary, online journal with a commitment to urban education, social justice, and the analysis of broad social, political, economic, cultural, and global impacts on education in the U.S. and international contexts. PowerPlay seeks to increase dialogue between policymakers, educators, students, community activists and advocates and to explore the relationships between power, poverty, inequality, race, gender, and rights as embedded in social and educational policy and practice. The Journal prizes diverse and critical voices from the academy and from local, national, and international communities of practice.
The LAGRANT Foundation is a nonprofit 501 (c)(3) organization whose mission is to increase the number of ethnic minorities in the fields of advertising, marketing and public relations by providing scholarships, career & professional development workshops, mentors and internships to African American/Black, Alaska Native/Native American, Asian American/ Pacific Islander and Hispanic/Latino undergraduate and graduate students. Scholarship
Minnesota Compass is a social indicators project that measures progress in our state, its seven regions, 87 counties and larger cities. Compass tracks trends in topic areas such as education, economy and workforce, health, housing, public safety, and a host of others.
The achievement gap refers to the differences in academic performance between groups of students. Closing gaps in achievement and ensuring all students are performing at high levels are critical to the social and economic well-being of Minnesota. To understand the achievement gap, it is important to know the different types of students enrolled in Minnesota schools and the achievement of each of those groups.
A hundred years ago, in communities across the U.S., white residents forced thousands of black families to flee their homes. Even a century later, these towns remain almost entirely white. BANISHED tells the story of three of these communities and their black descendants, who return to learn their shocking histories.
From Maine to California, thousands of communities kept out African Americans (or sometimes Chinese Americans, Jewish Americans, etc.) by force, law, or custom. These communities are sometimes called "sundown towns" because some of them posted signs at their city limits reading, typically, "Nigger, Don't Let The Sun Go Down On You In ___." Some towns are still all white on purpose. Their chilling stories have been joined more recently by the many elite (and some not so elite) suburbs like Grosse Pointe, MI, or Edina, MN, that have excluded nonwhites by "kinder gentler means." When I began this research, I expected to find about 10 sundown towns in Illinois (my home state) and perhaps 50 across the country. Instead, I have found more than 440 in Illinois and thousands across the United States
The Achievement Gap Committee was started in 2007 by former Minneapolis Mayor Don Fraser to provide a forum to highlight research, policies, and programs that help close the achievement gap. Grant Abbott has joined as co-convener. The Committee is a member of the MinneMinds coalition.
The Achievement Gap Initiative (AGI) at Harvard University helps build bridges from research to policy and practice in pursuit of societal excellence with equity. Website includes video library, full text books and reports, and Scholar Directory.
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