The Time Is Now: Understanding and Responding to the Black and Latina/o Dropout Crisis in the U.S. (Counterpoints)

Rodríguez, Louie F.

ISBN 10: 1433123738 / ISBN 13: 9781433123733

Edité par Peter Lang Inc., International Academic Publishers (edition New), 2013

A propos de cet article

It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

N° de réf. du vendeur 1433123738-11-1

Détails bibliographiques

• Titre: The Time Is Now: Understanding and Responding to the Black and Latina/o Dropout Crisis in the U.S. (Counterpoints)
• Éditeur: Peter Lang Inc., International Academic Publishers (edition New)
• Date de parution: 2013
• Langue: anglais
• ISBN à 10 chiffres: 1433123738
• ISBN à 13 chiffres: 9781433123733
• Reliure: Paperback
• Édition: New.
• État de l'article: Very Good

A propos de ce titre

Synopsis

The fact that 30% of all high school students and 50% of African American, Latina/o, and Native American students fail to graduate from high school is grounds for alarm in the United States. The Time Is Now argues that understanding and responding to the dropout crisis facing the United States has overlooked one major element – school culture. Using the PUEDES approach as an analytical framework, this book highlights how schools matter and, in fact, hold many of the solutions that contribute to student engagement and disengagement in school, particularly among low-income students of color. Drawing on more than 10 years of school-based research in Boston, Miami, and Southern California, a 10-Point Plan is proposed. The book provides a practical theory of action aimed at challenging the ways schools and communities work together to transform education practice, policy, and, ultimately, student engagement and achievement, particularly among African American and Latina/o students across the United States.

À propos de l?auteur

Louie F. Rodríguez is Associate Professor in Educational Leadership and Curriculum at California State University, San Bernardino. His research and scholarship focus on equity issues, namely, how institutional culture shapes students' experiences in urban schools. He earned his master's and doctorate in education from Harvard.