LEADER 03612oam  2200637I  450 
001 9910462693503321
005 20200520144314.0
010   $a0-203-80253-5
010   $a1-299-16117-0
010   $a1-136-62745-6
024 7 $a10.4324/9780203802533 
035   $a(CKB)2670000000331464
035   $a(EBL)1128322
035   $a(OCoLC)829461163
035   $a(SSID)ssj0000832593
035   $a(PQKBManifestationID)12410562
035   $a(PQKBTitleCode)TC0000832593
035   $a(PQKBWorkID)10900308
035   $a(PQKB)11256186
035   $a(MiAaPQ)EBC1128322
035   $a(Au-PeEL)EBL1128322
035   $a(CaPaEBR)ebr10660669
035   $a(CaONFJC)MIL447367
035   $a(OCoLC)828423682
035   $a(EXLCZ)992670000000331464
100   $a20180706d2013      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aAbility profiling and school failure $eone child's struggle to be seen as competent /$fKathleen M. Collins
205   $a2nd ed.
210  1$aNew York :$cRoutledge,$d2013.
215   $a1 online resource (257 p.)
300   $aDescription based upon print version of record.
311   $a0-415-89823-4 
311   $a0-415-89822-6 
320   $aIncludes bibliographical references and index.
327   $aCover; Ability Profiling and School Failure: One Child's Struggle to Be Seen as Competent; Copyright; Dedication; Contents; Preface; Acknowledgments; Chapter 1: Introduction: Sociocultural Perspectives on Dis/ability and Positioning; Chapter 2: The Boy Who Had Something to Say; Chapter 3: "He's What I Would Call 'out There'"; Chapter 4: "He Was Immediate. He Was Like Immediate"; Chapter 5: "Where's the Evidence?"; Chapter 6: "Jay Just Amazes Me During This, He Really Does"; Chapter 7: "It Will Be Very, Very Difficult for Him to Learn How to Function in the Class"
327   $aChapter 8: "It's Like a Burst, A Burst of Fire"Chapter 9: "You Got to Hear This!"; Chapter 10: "So Who Wrote It?"; Chapter 11: "Jay, We Gotta Find You a Group"; Chapter 12: "I'm the Boy Who Likes Bugs"; Chapter 13: "Do You Think I'm Proper?"; Chapter 14: "This Ain't Easy!"; Chapter 15: "Church is Not a Game!"; Chapter 16: "I Think That's Why We Became Very Good Friends"; Chapter 17: "If You Stick Out, You Get Squashed": Ability Profiling as Response to Difference; Epilogue; Appendix: Approaches to Inquiry, Analysis, and Representation; Notes; Bibliography; Index
330   $aAbility Profiling and School Failure, Second Edition explores the social and contextual forces that shape the appearance of academic ability and disability and how these forces influence the perception of academic underachievement of minority students. At the book's core is the powerful case study of a competent fifth grader named Jay, an African American boy growing up in a predominantly white, rural community, who was excluded from participating in science and literacy discourses within his classroom community. In this new edition, researcher and teacher-ed
606   $aAbility grouping in education$zUnited States$vCase studies
606   $aDiscrimination in education$zUnited States$vCase studies
608   $aElectronic books.
615  0$aAbility grouping in education
615  0$aDiscrimination in education
676   $a371.2/54
700   $aCollins$b Kathleen M.$0930883
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910462693503321
996   $aAbility profiling and school failure$92094064
997   $aUNINA