Manual African-Centered Schooling in Theory and Practice:

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Urban Social Work With African Americans: Critical Perspectives, Concepts, and Theories

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African centered schooling theory practice pollard

The educational environment today requires a strong evidence base, and we are committed to ensuring that the Montessori community can engage in those conversations. The resources included here are designed to inform parents, educators, administrators, legislators, and researchers about the extensive and growing body of research related to Montessori education to help them understand the current state of the field.

We hope this material sparks further inquiry to continue to build the evidence base.


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Graduate student investigators represent the future of Montessori research, so we are pleased to gather these resources in one place to support you in your work. She is nationally and internationally known for her scholarship in multicultural education, particularly as it relates to curriculum design, staff development, classroom instruction, and intersections of culture, race, ethnicity, teaching,and learning. Her professional service includes membership on several national editorial review and advisory boards.

She now serves as immediate past president through the concluding day of the Annual Meeting on Tuesday, April 12, in New Orleans, Louisiana.

Carol D. McDonnell, an education policy expert who teaches political science at the University of California-Santa Barbara. Professor Lee has been working on Cultural Modeling, that draws on prior knowledge that underserved students, particularly African American and other students of color, bring to classrooms. Working in the Teacher Education Department for the past 11 years, Professor Hollie teaches reading for secondary teachers, classroom management, and methodology.

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CLAS is a K-8 independent charter school that espouses culturally responsive pedagogy as its primary approach. At CLAS, Sharroky directs and develops the curriculum, professional development, and teacher development. Hollie is also the executive director of the Center for Culturally Responsive Teaching and Learning, which is a non-profit organization dedicated to providing stellar professional development for educators desiring to become culturally responsive. With the Center, Sharroky serves as a national expert, traveling around the country training thousands of teachers.

Sharroky has been acknowledged by several groups as one of the top professional developers in the country. From , he worked for the Ministry of Education in Tanzania, East Africa, where he was chairperson of the math department at the Sam school. A MacArthur Foundation Fellow from , Moses used his fellowship to develop the concept for the Algebra Project, wherein mathematics literacy in today's information age is as important to educational access and citizenship for inner city and rural poor middle and high school students as the right to vote was to political access and citizenship for sharecroppers and day laborers in Mississippi in the s.

African-centered Schooling in Theory and Practice

Together with Algebra Project Inc. She has studied education in both Alaska and New Guinea, published several books, and is a sought-after speaker. Delpit's placement as one of the foremost educators and writers on the subject of culturally-relevant approaches to educating students of color began with a series of eloquent, plain-spoken essays in the Harvard Educational Review. The book, published in , has been cited for the ongoing debate surrounding what she describes as "finding ways and means to best educate urban students, particularly African-American, and other students of color.

Wade Nobles, Author Dr.

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Wade Nobles attained a P. D from Stanford University in California and is a renowned psychologist in the field of African Psychology. This particular institute remains the only independent organization dedicated solely to the improvement of Black family life and culture.


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