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[null,"1.","Record Nr.",null,"UNINA990008607240403321"]
[null,null,"Autore",null,"Johns Hopkins University"]
[null,null,"Titolo",null,"The fowler architetural collection of the Johns Hopkins University / catalogue compiled by Laurence Hall Fowler and Elizabeth Baer"]
[null,null,"Pubbl/distr/stampa",null,"Baltimore (Mar.) : Evergreen house Foundation, 1961"]
[null,null,"Descrizione fisica",null,"XVI, 383 p., XXX p. di tav., [2] c. ripieg. : ill. ; 29 cm"]
[null,null,"Collana",null,"The evergreen house Foundation ; 1"]
[null,null,"Locazione",null,"FARBC"]
[null,null,"Collocazione",null,"ARCH B 1309"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910993980503321"]
[null,null,"Titolo",null,"Diversity in schools / / volume editors, Frank Brown, Richard C. Hunter, Saran Donahoo"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, CA, : Sage Publications, c2012"]
[{"$nulls":4},"Thousand Oaks, Calif. : , : Sage Publications, , 2012"]
[null,null,"ISBN",null,"9781782682783"]
[{"$nulls":4},"1782682783"]
[{"$nulls":4},"9781452266664"]
[{"$nulls":4},"1452266662"]
[{"$nulls":4},"9781452218496"]
[{"$nulls":4},"1452218498"]
[{"$nulls":4},"9781412987646"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (401 pages)"]
[null,null,"Collana",null,"Debating issues in American education ; ; v. 3"]
[null,null,"Disciplina",null,"370.1170973"]
[null,null,"Soggetti",null,"Multicultural education - United States"]
[{"$nulls":4},"Minorities - Education - United States"]
[{"$nulls":4},"Marginality, Social - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based on print version record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"DIVERSITY IN SCHOOLS-FRONT COVER -- DIVERSITY IN SCHOOLS -- CONTENTS -- ABOUT THE EDITORS-IN-CHIEF -- ABOUT THE VOLUME EDITORS -- ABOUT THE CONTRIBUTORS -- INTRODUCTION -- DIVERSITY AND QUALITY EDUCATION -- DESEGREGATION -- INSTRUCTION -- Curriculum -- Personnel -- Title I and Race to the Top Programs -- Support Services -- EDUCATIONAL EQUITY -- Educational Funding -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 1. Should the Courts Be the Primary Focus in Efforts to Achieve Desegregation? -- OVERVIEW: Frank Brown, University of North Carolina at Chapel Hill -- POINT: Richard C. Hunter University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain -- THE BROWN DECISIONS -- OTHER IMPORTANT SCHOOL DESEGREGATION CASES -- RETREATING FROM BROWN -- PROSPECTS FOR THE FUTURE -- THE AUTHOR'S POSITION -- CONCLUSION -- REBUTTAL STATEMENT -- COUNTERPOINT: E. Lincoln James and Paul E. Pitre Washington State "]
[{"$nulls":4},"University -- GENERAL BACKGROUND: THE FIGHT FOR EQUALITY AND SCHOOL DESEGREGATION -- THE COURTS, CIVIL RIGHTS, AND THE ESEA -- THREE DIFFERENT KINDS OF DECISIONS IN THE HISTORY OF EDUCATION DESEGREGATION -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 2. Are Multicultural Counseling Programs in Schools Needed to Improve the Academic Performance of Students? -- OVERVIEW: Saran Donahoo Southern Illinois University Carbondale -- POINT: Deneia M. Thomas Eastern Kentucky University Lynda Brown Wright University of Kentucky -- THE RATIONALE FOR MULTICULTURAL COUNSELING PROGRAMS -- MULTICULTURAL TRAINING MODELS -- The Separate Course Model -- The Integration or Infusion Model -- The Area of Concentration Model -- Combining Approaches -- ADDRESSING RACIAL PREJUDICE -- RESPONSE TO COUNTERPOINT."]
[{"$nulls":4},"COUNTERPOINT: Jennifer L. Burris, Katrina A. R. Akande, and Sonja M. Feist-Price University of Kentucky -- EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS -- BROADER ISSUES IMPACTING THE EFFICACY OF MULTICULTURALLY BASED PROGRAMS -- The Danger of Overlooking Issues Not Related to Race/Ethnicity? -- Political Agendas -- Postmodernism and Cultural Relativism -- CRITIQUES OF RESEARCH METHODOLOGY -- CONCLUSION -- Further Readings and Resources -- 3. Are Traditional University Preparation Programs the Best Way to Prepare Teachers and Administrators to Teach Diverse Student Populations? -- OVERVIEW: Frank Brown University of North Carolina at Chapel Hill -- POINT: Martin Scanlan Marquette University -- DEMOGRAPHIC IMPERATIVE -- PROFESSIONALIZATION OF THE FIELD -- Educators as Professionals -- INSTITUTES OF HIGHER EDUCATION -- Reforming the Field: Cultivating Expertise -- CONCLUSION -- COUNTERPOINT: Carl Byron Keys, II University of Virginia -- DWELLING IN A BYGONE ERA -- ENGAGING IN PRACTICES THAT CANNOT BE TOLERATED -- LACK OF WILL AND CONSIDERABLE INERTIA -- Further Readings and Resources -- 4. Can Race to the Top and Related Programs Improve Underperforming Schools? -- OVERVIEW: Frank Brown University of North Carolina at Chapel Hill -- POINT: William J. Miller Southeast Missouri State University -- THE RACE TO THE TOP PROGRAM -- THE GOALS OF RACE TO THE TOP -- Design and Implementation of Rigorous Standards and High Quality Assessments -- Attracting and Retaining Great Teachers and Administrators for K-12 Classrooms -- Supporting Data Systems That Holistically Inform Decisions -- Finding Innovative and Effective Approaches to Turn Around Struggling Schools -- Synthesis -- THE RACE TO THE TOP PROCESS -- RACE TO THE TOP EFFECTS -- WHY IT CAN WORK -- COUNTERPOINT: Muhammad Khalifa and Nimo Abdi Michigan State University -- BACKGROUND ON PROGRAMS."]
[{"$nulls":4},"UNDERSTANDING THE CONTEXT OF RACE TO THE TOP -- POSITIVE RESULTS, PLEASE? -- EXPANDING INEQUITY -- FINAL CONSIDERATIONS OF RACE TO THE TOP -- Teacher Autonomy/Expected Results -- Culturally Relevant Pedagogy -- PURPOSE OF SCHOOLS? -- Further Readings and Resources -- Court Cases and Statutes -- 5. Is Aid to Schools Under Title I the Best Way to Close the Achievement Gap Between Students Who Are Economically Disadvantaged and Those Who Are Not? -- OVERVIEW: Frank Brown University of North Carolina at Chapel Hill -- POINT: Paul E. Pitre and E. Lincoln James Washington State University -- POVERTY AND THE ACHIEVEMENT GAP -- TYPES OF AID PROVIDED BY TITLE I -- AREAS OF IMPROVEMENT FOR TITLE I -- COUNTERPOINT: James E. Lyons University of North Carolina at Charlotte -- PROGRESS TOWARD CLOSING THE GAP -- CONCLUSION -- RESPONSE TO POINT ESSAY -- Further Readings and Resources -- "]
[{"$nulls":4},"Court Cases and Statutes -- 6. Is Aid to Schools Under Title I an Appropriate Strategy for Closing the Achievement Gap Between Minority and Majority Students? -- OVERVIEW: Frank Brown University of North Carolina at Chapel Hill -- POINT: Richard C. Hunter University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain Clare Beckett-McInroy Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain -- FEDERAL PROGRAMS AND THE ACHIEVEMENT GAP -- ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 -- HAS THE ACHIEVEMENT GAP CLOSED? -- WHITE-HISPANIC ACHIEVEMENT GAP -- CONCLUSION -- REBUTTAL -- COUNTERPOINT: James E. Lyons University of North Carolina at Charlotte -- THE MINORITY-WHITE STUDENT ACHIEVEMENT GAP -- AN UNCERTAIN FUTURE -- IMPEDIMENTS TO THE SUCCESS OF TITLE I -- Inadequate Funding -- Deserving Students Not Served -- Increasing Percentage of Poor Students -- Weak and Inexperienced Teachers -- Segregated Schools."]
[{"$nulls":4},"Instructional Capacity of Schools -- CONCLUSION -- REBUTTAL -- Further Readings and Resources -- Court Cases and Statutes -- 7. Given School Dropout Rates, Especially Among Poor and Minority Students, Should College Attendance Be the Norm for All U.S. Students? -- OVERVIEW: Richard C. Hunter University of Illinois at Urbana-Champaign and Bahrain Teachers College, University of Bahrain, Kingdom of Bahrain -- POINT: Saran Donahoo Southern Illinois University Carbondale -- DROPPING OUT -- THE NEED FOR POSTSECONDARY TRAINING -- Quality of Life -- Employability -- Employment Options -- Earnings Potential -- STRIVING FOR MORE EDUCATED MINORITY AND LOW-INCOME YOUTH -- REBUTTAL -- COUNTERPOINT: Valerie Hill-Jackson, Brandon Fox, and Rachel Jackson Texas A&amp -- M University Marlon C. James Loyola University Chicago -- THE REAL CAUSES OF THE DROPOUT DILEMMA -- CAREER AND TECHNICAL EDUCATION AS AN OPTION FOR UNDERSERVED LEARNERS -- Resistance to CTE for the Underserved -- RESPONSE TO POINT ESSAY -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 8. Does Incorporating Elements from Popular Culture, Such as Hip-Hop, on School Campuses Help Public Schools Serve Diverse Student Populations? -- OVERVIEW: Saran Donahoo Southern Illinois University Carbondale -- POINT: Latish Reed University of Wisconsin-Milwaukee Natalie A. Tran California State University, Fullerton Christopher N. Thomas University of San Francisco -- WHY HIP-HOP IN EDUCATION? -- RESPONDING TO COUNTERPOINT ESSAY -- COUNTERPOINT: Dana Griffin University of North Carolina at Chapel Hill -- ADDRESSING ARGUMENTS FOR USING POPULAR CULTURE -- Argument 1 -- Argument 2 -- CONCLUSION -- RESPONSE TO POINT ESSAY -- Further Readings and Resources -- 9. Should All Forms of Ability Grouping Be Eliminated in Schools? -- OVERVIEW: Saran Donahoo Southern Illinois University Carbondale."]
[{"$nulls":4},"POINT: Tiffany R. Wheeler Transylvania University -- HISTORY OF ABILITY GROUPING AND TRACKING -- THE CASE AGAINST ABILITY GROUPING -- ALTERNATIVES TO ABILITY GROUPING -- RESPONSE TO COUNTERPOINT ESSAY -- CONCLUSION -- COUNTERPOINT: Deborah A. Harmon Eastern Michigan University -- ABILITY GROUPING -- Types of Ability Grouping -- TRACKING -- ELIMINATION OF ABILITY GROUPING -- RESPONSE TO POINT ESSAY -- Further Readings and Resources -- 10. Do Current Funding Structures and Districting Criteria of Public Education Marginalize Ethnic and Racial Minority Students? -- OVERVIEW: Frank Brown University of North Carolina at Chapel Hill -- POINT: Robert C. Knoeppel Clemson University -- STATE EDUCATION FUNDING -- THE CURRENT CONTEXT OF EDUCATION -- "]
[{"$nulls":4},"MARGINALIZATION AS A RESULT OF FUNDING INADEQUACY -- MARGINALIZATION AS A RESULT OF WEIGHTING BIAS -- THE FUTURE OF EDUCATION FINANCE -- COUNTERPOINT: Enid Beverley Jones Professor Emeritus -- SCHOOL FUNDING -- COURTS' ATTEMPTS AT LEVELING THE FIELD -- Western Region -- Southern Region -- Midwest -- Northeast -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 11. Are English-Only Models the Most Appropriate Means for Teaching English to English Language Learners? -- OVERVIEW: Saran Donahoo, Southern Illinois University Carbondale -- POINT: Linwood J. Randolph, Jr.Chapel Hill-Carrboro (North Carolina) City Schools Xue Lan Rong University of North Carolina at Chapel Hill -- TEACHING ENGLISH ONLY -- POLITICAL OPPOSITION TO BILINGUAL EDUCATION -- PEDAGOGICAL AND OTHER OPPOSITIONS -- RESPONSE TO COUNTERPOINT ESSAY -- COUNTERPOINT: Patrice Preston-Grimes and Wendy W. Amato University of Virginia -- SECOND LANGUAGE ACQUISITION -- INSTRUCTION -- DECISION MAKING AND LANGUAGE PROGRAM SELECTION -- RECOMMENDATIONS FOR ELL INSTRUCTION -- RESPONSE TO POINT ESSAY -- What Are English-Only Classes?."]
[{"$nulls":4},"Should?."]
[null,null,null,"Sommario/riassunto","Written and signed by experts in the topic, this volume in the point/counterpoint Debating Issues in American Education reference series tackles the subject of diversity in schools."]