LEADER 02424nam 2200493 a 450 001 9910778551803321 005 20230828223711.0 010 $a1-934155-29-2 035 $a(CKB)1000000000805968 035 $a(EBL)457278 035 $a(OCoLC)457041203 035 $a(MiAaPQ)EBC457278 035 $a(Au-PeEL)EBL457278 035 $a(CaPaEBR)ebr10328931 035 $a(CaONFJC)MIL541567 035 $a(OCoLC)935270780 035 $a(EXLCZ)991000000000805968 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 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$01467019 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778551803321 996 $aAn African centered response to Ruby Payne's poverty theory$93767218 997 $aUNINA