Use inquiry to promote equity and transform your school’s educational environment!
Using cultural proficiency as a lens, the authors guide practitioners through the process of gathering and analyzing data to meet the needs of historically underserved students. This book outlines a critical evaluation process and provides rubrics to examine why some students are not being educated to their full potential. With a CD-ROM of tables and spreadsheets for data entry, the book show educators how to:
- Encourage discussions about educational equity
- Create a realistic picture of a school's cultural and economic diversity
- Initiate authentic systemic change
- Effectively respond to NCLB mandates
|Edition description:||With CD Rom|
|Product dimensions:||7.00(w) x 10.00(h) x (d)|
About the Author
Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise.
Cynthia L. Jew, Ph.D. is a professor at California Lutheran University in Thousand Oaks, CA. Dr. Jew teaches in the Counselor Education program focusing on Field Experiences and School Systems as she prepares School Counselors. She is co-author of Culturally Proficient Inquiry: A Lens for Identifying and Examining Education Gaps (Corwin, 2008) and Culturally Proficient schools: All means All. (Corwin 2017) She also serves as a consultant to the Santa Clarita Valley International Charter schools focusing on the areas of Student Support and Inclusiveness. She is a Licensed Psychologist and Certified School Psychologist. She has two daughters, Kiera and Jordyn, who is Deaf and wears Cochlear Implants.
Table of Contents
ForewordPrefaceAcknowledgmentsAbout the AuthorsPart I. Creating Culturally Proficient Schools1. The Unfolding of the Democracy as a Moral Imperative2. The Tools of Cultural ProficiencyPart II. Knowing the Demographics of Your School3. NAEP Data Show the Way, With Limitations4. The Peer Group Model: Achievement and Access Data5. Planning the Cultural Proficiency Inquiry6. Rubrics as Keys to the Cultural Proficiency InquiryPart III. The ABC Case Study School and Your School7. Data Set #1: Finding Meaning in Achievement Data8. Data Set #2: Finding Meaning in Student Access Data9. Data Set #2 (Extended): Finding Meaning in Access Data Unique to Secondary Schools10. Data Set #3: Profiles of Educator Conversations About Your Students11. Advocacy for Social JusticeAppendixReferencesIndex