Building equity : policies and practices to empower all learners / Dominique Smith, Nancy Frey, Ian Pumpian, Douglas Fisher. [print]
Material type: TextPublisher: Alexandria, Virginia : ASCD, (c)2017Description: 215 pages : 23 cm; 1 online resourceContent type:- text
- unmediated
- computer
- volume
- 9781416624264
- 1416624260
- LC213.2.S658.B855 2017
- COPYRIGHT: covered - CIU has obtained rights for you to copy and share this title in electronic or print format with students, faculty, and staff.
Item type | Current library | Collection | Call number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Circulating Book (checkout times vary with patron status) | G. Allen Fleece Library Circulating Collection - First Floor | Non-fiction | LC213.2.S658.B855 2017 (Browse shelf(Opens below)) | Available | 31923002098412 |
Physical integration: separate is not equal -- Social-emotional engagement: Students don't care how much you know until they know how much you care -- Opportunity to learn: Just-in-Time supports meet more needs -- Instructional excellence: Teach well, and students will learn -- Engaged and inspired learners: students taking responsibility for their futures -- From acquisition to action: The review, the audit, and beyond -- Appendix A: The building equity audit-staff version -- Appendix B: The building equity audit-student version.
In Building Equity, Dominique Smith, Nancy Frey, Ian Pumpian, and Douglas Fisher, colleagues at San Diego's innovative Health Sciences High & Middle College, introduce the Building Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the Building Equity Review and Audit, survey-based tools to help school and teacher leaders uncover equity-related issues and organize their efforts to achieve. AMAZON
COPYRIGHT: covered - CIU has obtained rights for you to copy and share this title in electronic or print format with students, faculty, and staff.
There are no comments on this title.