Literaturnachweis - Detailanzeige
Autor/inn/en | Hatch, Thomas; Roegman, Rachel; Allen, David |
---|---|
Titel | Creating Equitable Outcomes in a Segregated State |
Quelle | In: Phi Delta Kappan, 100 (2019) 5, S.19-24 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-7217 |
DOI | 10.1177/0031721719827539 |
Schlagwörter | Equal Education; Outcomes of Education; School Segregation; School Districts; African American Students; Hispanic American Students; Learning Experience; Political Issues; Access to Education; Educational Opportunities; Elementary Secondary Education; Instructional Improvement; Expectation; Academic Achievement; New Jersey Lernleistung; Schulerfolg; School district; Schulbezirk; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Lernerfahrung; Politischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Unterrichtsqualität; Expectancy; Erwartung; Schulleistung |
Abstract | Thomas Hatch, Rachel Roegman, and David Allen draw on examples from three districts in New Jersey -- one of the most segregated states in the United States for Black and Latinx students -- to present a multidimensional approach to creating equitable learning experiences. This approach begins with a focus on instruction but also takes into account the technical, political, and normative issues that determine which students gain access to the teachers, content, and other resources that support high-level learning. These stories show how local education leaders can combat the differences in access to educational opportunities and outcomes that come with segregation. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |