Full Description
This coedited book describes the impact that an increasingly diverse student population has on 21st century suburban schools. It also presents what can and should be done to help K-12 school district administrators and teachers address this growing phenomenon across the nation. This eight-chapter book:
provides a demographic, political, economic, and sociological overview of the changing nature of suburban schools describes the nature of student diversity in the changing suburbs and issues with student achievement identifies administrative responsibilities and program structures for working with a changing student populationproposes ways to reduce the achievement gap, most notably in literacylooks at how to use "whole child" assessment protocols to provide support for such studentsdelves into parent inequities within changing suburban districts and offers ideas for closing the parent gap.This book is written for school district administrators, teachers, legislators, policy makers, teacher educators, and educational researchers for developing programs and pathways for a segment of the student and parent population that now is living in suburban areas without traditional roots as advantaged suburbanites.
Contents
Dedication
Foreword
Acknowledgments
Introduction
Chapter 1
Demography and Educational Politics in the Changing Suburbs
Stephen Kotok and Erica Frankenberg
Chapter 2
Race, Ethnicity, and Social Capital in the Changing Suburbs
Carl L. Bankston III and Stephen C. Caldas
Chapter 3
Administrators' Accountabilities in Changing Suburban Schools
Shelley B. Wepner and Diane W. Gómez
Chapter 4
Lessons for Leaders about Educating English Learners
Douglas Fisher and Nancy Frey
Chapter 5
A Conceptual Framework for the Educational Success of Dual Language Learners: Reducing the Achievement Gap
Eugene E. García
Chapter 6
Effective Literacy Instruction for English Learners
María Paula Ghiso
Chapter 7
Data-Driven Decisions on Effective Performance Measures of English Learners
Debbie Zacarian
Chapter 8
Closing the Parent Gap in Changing School Districts
Patricia Edwards, Lisa Domke, and Kristen White
About the Authors
