02424nam 2200493 a 450 991077855180332120230828223711.01-934155-29-2(CKB)1000000000805968(EBL)457278(OCoLC)457041203(MiAaPQ)EBC457278(Au-PeEL)EBL457278(CaPaEBR)ebr10328931(CaONFJC)MIL541567(OCoLC)935270780(EXLCZ)99100000000080596820070711d2006 uy 0engur|n|---|||||An African centered response to Ruby Payne's poverty theory[electronic resource] /by Jawanza Kunjufu1st ed.Chicago, Ill. African American Imagesc20061 online resource (194 p.)Description based upon print version of record.1-934155-00-4 Includes bibliographical references (p. 159-163) and index.Cover; Copyright; Table of Contents; Introduction; 1. Ruby Payne's Position; 2. White Poverty; 3. Black Poverty; 4. Economic Empowerment; 5. School Funding; 6. Integration; 7. Educational Solutions; References; Index; Notes; Back CoverThis challenge to influential educator Ruby Payne's theories about the impact of class differences and economics on teaching and learning puts forward other factors as better predictors of student performance. Pointing to success stories in schools that serve low-income students, this refutation of Payne's popular teacher-training program asserts that teacher expectations, time on task, and the principal's leadership are the main factors in determining educational outcomes at a school. Abandoning Payne's framework of teacher-student income disparities, racial makeup, and per-pupil exAfrican American childrenEducationAfrican AmericansEducationAfrican AmericansEconomic conditionsAfrican American childrenEducation.African AmericansEducation.African AmericansEconomic conditions.371.829/96073Kunjufu Jawanza1467019MiAaPQMiAaPQMiAaPQBOOK9910778551803321An African centered response to Ruby Payne's poverty theory3767218UNINA