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A Brill | Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.
Designed to appeal to all educators, this book was written to help prospective educators address socio-cultural questions, ideas, issues, and curiosities they encounter in multicultural education.
This collection focuses on employer engagement in education, how it is delivered and the differentiated impact it has on young people in their progression through schooling and higher education into the labour market. The focus is not narrowly on vocational or technical education or work-related learning, but on how employer engagement (eg, work experience, internships, careers education, workplace visits, mentoring, enterprise education etc) influences the experiences and outcomes of the broad range of young people across mainstream academic learning programmes. The essays explore the different ways in which education can support or constrain social mobility and, in particular, how employer engagement in education can have significant impact upon social mobility – both positive and negative. Leading international contributors examine issues surrounding employer engagement and social mobility: conceptualisations of employer engagement; trends in social mobility; employer engagement and social class; access and management of work experience; social capital and aspiration; access to employment. The book makes employer engagement an innovative focus in relation to the well established fields of social mobility and school to work transition. By examining what difference employer engagement makes, the essays raise questions about conventional models and show how research drawing on different fields and disciplines can be brought together to provide a more coherent and convincing account. Building on new theorisations and combining existing and new data, the collection offers a systematic exploration of the influence of socio-economic status on school-to-work transitions, and addresses how educational policy can shape more efficient labour market outcomes. In doing so, it draws on, and speaks to, existing literature which has considered such questions from the perspectives of gender, ethnicity and social disadvantage.
Almost no one in the West had heard of the Hmong before National Geographic ran a cover story on the Southeast Asian ethnic group that had allied with the United States in the Vietnam War, and few knew of them before their arrival in the U.S. and other Western nations in 1975. Originating in China centuries ago, they have been known by various names--Miao, Meo, Miaozi, Meng or San Miao--some of them derogatory. The Hmong in the West are war-displaced refugees from China and Laos, though they have been misidentified as belonging to other ethnic groups. This mislabeling has caused confusion about the Hmong and their history. This book details the history of the Hmong and their journey from Eastern to Western countries, providing a clear understanding of an immigrant culture little understood by the American public. Instructors considering this book for use in a course may request an examination copy here.