Through Ebony Eyes: What Teachers Need to Know But Are Afraid to Ask About African American Students (Jossey-Bass Education Series) Review

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Through Ebony Eyes: What Teachers Need to Know But Are Afraid to Ask About African American Students (Jossey-Bass Education Series) ReviewThrough Ebony Eyes tackles a difficult subject with grace and truth. The author, a Black woman, has been a student, a classroom teacher, a college professor, and a teacher of teachers. She knows her subject intimately. As an educator, my goal is to teach all students to the best of my ability. Before I read this book, I would have said that I was a color-blind teacher, looking at all students the same. I had to come to grips with my own cultural identity and biases. Ms. Thompson doesn't condemn or belittle but believes that all teachers desire their students to learn and excel. This is a sociological study complete with research data, charts and graphs and case studies but is not intimidating to read. At the end she includes a program for educators to pursue to improve their teaching of children of color, and a list of books to read and reflect on. I want to empasize that this book is not a "preachy" book, but one I found revealing and extremely readable. I would recommend this book highly to anyone in the field of education, anyone thinking of becoming an educator, and to parents.Through Ebony Eyes: What Teachers Need to Know But Are Afraid to Ask About African American Students (Jossey-Bass Education Series) Overview

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How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies Review

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How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies ReviewLike so many good how-to books, _How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies_ delivers more than it promises. While it does indeed include many strategies for teaching students whose background and culture differ from the teacher's, many of the strategies -- such as building relationships with students and creating an environment where students interact positively with each other -- are beneficial in *any* classroom.
Author Bonnie M. Davis has given us something all too rare: a book that is thoroughly researched (with a bibliography of 8 1/2 pages) yet easily readable. No doubt this follows naturally from Davis's own experience: Her Ph.D. in English is complemented by thirty-seven years teaching in a variety of classrooms.
_How to Teach Students Who Don't Look Like You_ is a valuable resource for any teacher. It provides opportunities for readers to reflect and respond, to examine their own thoughts and feelings, to set goals. The book can be used by one person, by a school group for professional development, or by a class of preservice teachers. In the Facilitator's Guide at the end of the book Davis suggests particular chapters that would be appropriate for 60- or 90-minute workshops with various groups. Using the book with a group (even a group of two) including people from different cultures adds a new dimension to the study.
Davis gently leads her audience, first inviting readers to examine themselves and their own culture. Once we recognize that we look at the world through a "unique lens," we are more likely to recognize that others do, too. The better we understand people's culture, the better we can understand and relate to (and teach) them.
Davis includes many practical, concrete suggestions for valuing other cultures. She challenges educators to consider how far into their school students must walk before they find someone who "looks like them" or find other evidence of their culture. If a student is not validated by his or her academic environment, is it realistic to expect that student to succeed academically?
About one third of _How to Teach Students Who Don't Look Like You_ includes specific teaching strategies, indicating appropriate levels and subjects for each. Davis devotes several chapters to the development of literacy skills, collaborative projects, and multidisciplinary experiences.
_How to Teach Students Who Don't Look Like You_ is likely to encourage and inspire teachers who are frustrated or overwhelmed. Its practical, concrete approach provides educators with suggestions they can implement immediately so that they begin to see a difference in their students.How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies OverviewThis practical workbook's strategies, proven activities, reflective questions, staff development activities, and facilitator's guide will teach how to effectively reach culturally and ethnically diverse students.

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Learning a New Land: Immigrant Students in American Society Review

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Learning a New Land: Immigrant Students in American Society ReviewSuarez-Orozco et. al set out with a distinct goal for the Longitudinal Immigration Student Adaptation study, and they met this goal through a robust, mixed-methodologies study of recently arrived immigrant students in the United States. The mix of ethnographic, psychological, and educational metrics used are artfully described in the introduction, contextualizing the resultant data in meaningful ways. The outward purpose of Longitudinal Immigrant Student Adaptation Study, and by extension Learning in a New Land, is to "gain a more complete understanding of the experience of immigration," (p.6). More specifically, the book seeks to illuminate the academic progress of recently arrived immigrant children over five years. The authors successfully achieve this, reporting the statistically significant and case study-based findings for how elements of immigrant children's lives interact to affect academic achievement.
Overall, the book does an excellent job in presenting the results of a large-scale study in a relevant, nuanced form that is easily read by educational professionals of varying orientations. The policy implications are clearly advocated. However, the book's treatment of micro-issues, such as how educators can mitigate the effects gender has on educational achievement, lacks concrete suggestions. The field can pick up where the authors left off by discussing such issues that were raised in the research. I expect discussion of theory and possible interventions to follow this work. Carola and Marcelo Suárez-Orozco, Irina Todorova, and the myriad field researchers deserve congratulations for a comprehensive, well-defined, rigorous study that is expertly summarized and discussed in Learning in a New Land.Learning a New Land: Immigrant Students in American Society Overview
One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?

Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests.

For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.
(20080302)

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School-Based Interventions for Students with Behavior Problems Review

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School-Based Interventions for Students with Behavior Problems ReviewThe first 4 chapters of this book include concise information on all aspects of student behavior in school. The rest of the book includes school based interventions and how to implement them at your location. I am a former special education teacher and current school psychology student--this book is the best resource that I have on my shelf. GET IT!School-Based Interventions for Students with Behavior Problems Overview- Although there are several books published on behavioral problems, thisis the first book that provides a variety of proven classroom strategies in a step-by-step format that educators can implement and incorporate into their classroom routine and curriculum- A helpful reference and instructional guide of over 100 interventions for managing and reducing behavior and learning problems in children and adolescents- Each intervention is written in an easy-to-follow format, which includes: the targeted behavior, age group, goal, materials needed, implementation steps, and troubleshooting ideas

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