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010   $a1-4522-0928-6
035   $a(OCoLC)806038742
035   $a(MiFhGG)GVRL8TPH
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100   $a20090807h20102010  uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $ctxt
182   $cc
183   $acr
200 14$aThe power of one $ehow you can help or harm African American students /$fGail L. Thompson
210   $aThousand Oaks, Calif. $cCorwin ;$aLondon $cSAGE$d2010
210  1$aThousand Oaks, California :$cCorwin,$d[2010]
210  4$d?2010
215   $a1 online resource (viii, 188 pages)
225 0 $aGale eBooks
300   $aDescription based upon print version of record.
311   $a1-4522-1954-0 
311   $a1-4129-7676-6 
320   $aIncludes bibliographical references and index.
327   $aCover; Contents; Acknowledgments; About the Author; Introduction: Why Alarm Bells Should Be Ringing in Our Heads; Part I - Beliefs, Mindsets, and Baggage; Chapter 1 - Identifying the Personal Benefits of Increasing Your Efficacy With African American Students; Chapter 2 - That Baggage Is Too Heavy: Uncovering Negative Mindsets That Can Undermine Your Work With African American Students; Chapter 3 - "You Can't Help but Talk About Race": Examining Your Beliefs About Racism and Racial Problems
327   $aChapter 4 - ""To Be Honest, I Can't Stand His Mama": Facing Your Personal Issues About the Parents of African American StudentsPart II - The Curriculum, Classroom Management, and Testing; Chapter 5 - A Hard Knock Life: How Teachers Can Use the Curriculum to Empower African American Students; Chapter 6 - Only the Strong Survive: Dealing With Roadblocks to Effective Classroom Management; Chapter 7 - Using Wisdom in Assessing Students in Spite of the High- Stakes-Testing Mania; Chapter 8 - Learning From Classroom Scenarios and Other Problems That Concern Educators
327   $aConclusion: A Work in Progress: Committing to Ongoing Personal and Professional DevelopmentAppendix A: The "What's In It for Me?" Questionnaire; Appendix B: The "What's In It for Me?" Questionnaire Results; Appendix C: What Educators Said They Believed About African American Students; Appendix D: Demographic Information About the Texas and California Workshop Participants Who Completed The Mindset Questionnaire (by %); Appendix E: The Mindset Questionnaire Results (N = 237)
327   $aAppendix F: Demographic Information About the Workshop Participants Who Completed the "Searching for Solutions Questionnaire" (by %)Appendix G: The "Searching for Solutions" Questionnaire Results (N = 69); Appendix H: Demographic Information About the Workshop Participants Who Completed the "Thoughts About Racism and Racial Problems" Questionnaire (by %); Appendix I: The "Thoughts About Racism and Racial Problems" Questionnaire (N = 203); Appendix J: The "Test" Questionnaire (N = 63); Notes; Index
330 8 $aThis reader-friendly, interactive staff development resource is designed to help teachers deal with some of the main issues that impede their progress with African American students.
606   $aAfrican American students$xPsychology
606   $aAfrican American students$xServices for
606   $aTeacher-student relationships
606   $aMotivation in education
606   $aRacism in education
615  0$aAfrican American students$xPsychology.
615  0$aAfrican American students$xServices for.
615  0$aTeacher-student relationships.
615  0$aMotivation in education.
615  0$aRacism in education.
676   $a371.82996073
700   $aThompson$b Gail L.$f1957-$01616902
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910822109003321
996   $aThe power of one$93980518
997   $aUNINA