Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform (Disability, Culture, and Equity Series)

This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done under the aegis of the National Institute of Urban School Improvement (NIUSI), demonstrates how schools and classrooms can move from a deficit model to a culturally responsive model that works for all learners . To strengthen relationships between research and practice, chapters are coauthored by a practitioner/researcher team and include a case study of an authentic urban reform situation. This volume will help practitioners, reformers, and researchers make use of emerging knowledge and culturally responsive pedagogy to implement reforms that are more congruent with the strengths and needs of urban education contexts. Contributors: Sue Abplanalp, Cynthia Alexander, Alfredo J. Artiles, David R. Garcia, Dorothy F. Garrison-Wade, JoEtta Gonzales, Taucia Gonzalez, Cristina Santamaría Graff, Donna Hart-Tervalon, Jack C. Jorgensen, Elaine Mulligan, Sheryl Petty, Samantha Paredes Scribner, Amanda L. Sullivan, Anne Smith, Sandra L. Vazquez,Shelley Zion "If you truly care about the serious, research-based pursuit of equity and inclusivity in urban schools, you must read this book. Using researcher-practitioner co-author teams and a case study of national urban reform, Kozleski, King Thorius, and their chapter team authors show how to go successfully to scale with systemic reform." — James Joseph Scheurich , Professor, Indiana University School of Education, Indianapolis Elizabeth B. Kozleski chairs the Special Education program at the University of Kansas. She received the TED-Merrill award for her leadership in special education teacher education in 2011. Kathleen King Thorius is an assistant professor of urban special education in Indiana University's School of Education at IUPUI. She is principal investigator for the Great Lakes Equity Center, a Regional Equity Assistance Center funded by the U. S. Department of Education.

This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done under the aegis of the National Institute of Urban School Improvement (NIUSI), demonstrates how schools and classrooms can move from a deficit model to a culturally responsive model that works for all learners. To strengthen relationships between research and practice, chapters are coauthored by a practitioner/researcher team and include a case study of an authentic urban reform situation. This volume will help practitioners, reformers, and researchers make use of emerging knowledge and culturally responsive pedagogy to implement reforms that are more congruent with the strengths and needs of urban education contexts.

Contributors: Sue Abplanalp, Cynthia Alexander, Alfredo J. Artiles, David R. Garcia, Dorothy F. Garrison-Wade, JoEtta Gonzales, Taucia Gonzalez, Cristina Santamaría Graff, Donna Hart-Tervalon, Jack C. Jorgensen, Elaine Mulligan, Sheryl Petty, Samantha Paredes Scribner, Amanda L. Sullivan, Anne Smith, Sandra L. Vazquez,Shelley Zion

“If you truly care about the serious, research-based pursuit of equity and inclusivity in urban schools, you must read this book. Using researcher-practitioner co-author teams and a case study of national urban reform, Kozleski, King Thorius, and their chapter team authors show how to go successfully to scale with systemic reform.”
—James Joseph Scheurich, Professor, Indiana University School of Education, Indianapolis

Elizabeth B. Kozleski chairs the Special Education program at the University of Kansas. She received the TED-Merrill award for her leadership in special education teacher education in 2011. Kathleen King Thorius is an assistant professor of urban special education in Indiana University’s School of Education at IUPUI. She is principal investigator for the Great Lakes Equity Center, a Regional Equity Assistance Center funded by the U. S. Department of Education.

Cover Contents Acknowledgments Part I: Examining a Theory and Framework for Systemic Change Introduction Chapter 1: Theorizing Systemic Reform in Urban Schools Part II: Centering Students and Families in Urban School Reform Chapter 2: Student Voices in Urban School and District Improvement Chapter 3: Beyond Psychological Views of Student Learning in Systemic Reform Agendas Chapter 4: Family Resistance as a Tool in Urban School Reform Part III: Teacher Efforts in Transforming Urban Learning Environments Chapter 5: Creating Classrooms for All Learners Chapter 6: Teacher Learning in Urban Schools PART IV: Building and District Leaders’ Roles in Urban Reform Chapter 7: The Role of the Urban Principal in Leading School Change Chapter 8: Leadership for Transforming Districts into Inclusive Systems PART V: Intersections of Macro, Meso, and Local Policies for Urban Reform Chapter 9: Educational Systems Change at the State Level Chapter 10: Making Policy Sticky Epilogue About the Editors and Contributors Index Introduction -- Theorizing Systemic Reform In Urban Schools -- Student Voices In Urban School And District Improvement: Creating Youth-adult Partnerships For Student Success And Social Justice -- Beyond Psychological Views Of Student Learning In Systemic Reform Agendas -- Family Resistance As A Tool In Urban School Reform -- Creating Classrooms For All Learners -- Teacher Learning In Urban Schools -- The Role Of The Urban Principal In Leading School Change: The Efforts And Tensions Of Principals In Disturbing The Status Quo -- Leadership For Transforming Districts Into Inclusive Systems -- Educational Systems Change At The State Level -- Making Policy Sticky: Distributed Networks Of Reform -- Epilogue: And The Quest Continues -- About The Editors And Contributors. Edited By Elizabeth B. Kozleski, Kathleen King Thorius. Includes Bibliographical References And Index.