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035   $a(EBL)457278
035   $a(OCoLC)457041203
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100   $a20070711d2006      uy             0
101 0 $aeng
135   $aur|n|---|||||
200 13$aAn African centered response to Ruby Payne's poverty theory$b[electronic resource] /$fby Jawanza Kunjufu
205   $a1st ed.
210   $aChicago, Ill. $cAfrican American Images$dc2006
215   $a1 online resource (194 p.)
300   $aDescription based upon print version of record.
311   $a1-934155-00-4 
320   $aIncludes bibliographical references (p. 159-163) and index.
327   $aCover; 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 Cover
330   $aThis 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 ex
606   $aAfrican American children$xEducation
606   $aAfrican Americans$xEducation
606   $aAfrican Americans$xEconomic conditions
608   $aElectronic books.
615  0$aAfrican American children$xEducation.
615  0$aAfrican Americans$xEducation.
615  0$aAfrican Americans$xEconomic conditions.
676   $a371.829/96073
700   $aKunjufu$b Jawanza$0880516
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910455407803321
996   $aAn African centered response to Ruby Payne's poverty theory$91966085
997   $aUNINA