000			05344cam a2200481 i 4500
001			ocn860879416
003			OCoLC
005			20240726093706.0
008			140107s2014 nyua b 001 0 eng
010			_a2013039410
020			_a9780415747820
020			_a9780415747837
035			_a(OCoLC)860879416
040			_aDLC _beng _erda _cDLC _dYDXCP _dBTCTA _dOCLCO _dMTG _dOCLCO _dCUV _dBDX _dZLM _dCDX
042			_apcc
043			_an-us---
049			_aSBI
050	0	4	_aLC2669.P849.U853 2014
050	0	4	_aLC2669
245	0	0	_aU.S. Latinos and education policy : _bresearch-based directions for change / _cedited by Pedro R. Portes, Spencer Salas, Patricia Baquedano-Lopez, and Paula J. Mellom. _hPR
260			_aNew York, New York : _bRoutledge, Taylor and Francis Group, _c(c)2014.
300			_a230 pages : _billustrations ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aSociocultural, political, and historical studies in education
504			_a2
505	0	0	_aSection I: Policy Concerns about Praxis and Cultural Capital Preservation -- _tNational Myopia, Latino Futures, and Educational Policy _rPedro R. Portes and Spencer Salas -- _tThinking through the Decolonial Turn in Research and Praxis: Advancing New Understandings of the Community-School Relation in Latina/o Parent Involvement _rPatricia Baquedano-Lopez, Sera J. Hernandez and Rebecca A. Alexander -- _tCultivating a Cadre of Critically Conscious Teachers and "Taking this Country to a Totally New Place" / Angela Valenzuela and Patricia D. Lopez -- _tSection II: Children of Immigrants in Schools: Global and U.S. Policy Research -- _tImmigration and the American School System: The Second Generation at the Crossroads _rAlejandro Portes -- _tDivergent Paths to School Adaptation among Children of Immigrants: New Approaches and Insights to Existing Data _rCecilia Rios-Aguilar, Manuel S. Gonzalez Canche, and Pedro R. Portes -- _tRecommendations from a Comparative Analysis of Educational Policies and Research for the Achievement of Latinos in the U. S. and Latin Americans in Spain towards Smarter Solutions _rMartha Montero-Sieburth and Lidia Cabrera Perez -- _tDevelopment and its social, economic, and educational consequences: The case of the Zimapan Hydroelectric Project _rSergio Quesada Aldana -- _tTransnational Mobility, Education and Subjectivity: Two Case Examples from Puerto Rico _rSandra Soto-Santiago and Luis C. Moll -- _tSection III: A Closer Look at Families, Classroom Learning, and Identity Development -- _tFinding a Place: Migration and Education in Mixed-Status Families _rAriana Mangual Figueroa -- _tTalking the Walk: Classroom Discourse Strategies that Foster Dynamic Interactions with Latina/o Elementary School English Learners _rRuth Harman -- _tChanging the Pedagogical Culture of Schools with Latino English Learners: Re-culturing Instructional Leadership _rNoni Mendoza Reis and Barbara Flores -- _tBeyond Educational Standards? Latino Student Learning Agency and Identity in Context _rRichard P. Duran.
520	0		_a"With the American dream progressively elusive for and exclusive of Latinos, there is an urgent need for empirically and conceptually based macro-level policy solutions for Latino education. Going beyond just exposing educational inequalities, this volume provides intelligent and pragmatic research-based policy directions and tools for change for U.S. Latino Education and other multicultural contexts. U.S. Latinos and Education Policy is organized round three themes: education as both product and process of social and historical events and practices; the experiences of young immigrants in schools in both U.S. and international settings and policy approaches to address their needs; and situated perspectives on learning among immigrant students across school, home, and community.With contributions from leading scholars, including Luis Moll, Eugene E. Garcia, Richard P. Duran, Sonia Nieto , Angela Valenzuela, Alejandro Portes and Barbara Flores, this volume enhances existing discussions by showcasing how researchers working both within and in collaboration with Latino communities have employed multiple analytic frameworks; illustrating how current scholarship and culturally oriented theory can serve equity-oriented practice; and, focusing attention on ethnicity in context and in relation to the interaction of developmental and cultural factors. The theoretical and methodological perspectives integrate praxis research from multiple disciplines and apply this research directly to policy"-- _cProvided by publisher.
530			_a2
650		0	_aHispanic Americans _xEducation.
650		0	_aHispanic Americans _xEducation _vCase studies.
650		0	_aEducation and state _zUnited States.
650		0	_aHispanic Americans _xEducation _xSocial aspects.
650		0	_aEducational change _zUnited States.
700	1		_aPortes, Pedro R.,
700	1		_5
830		0	_aSociocultural, political, and historical studies in education.
907			_a.b17193382 _b01-20-16 _c01-14-16
942			_cBK _hLC _m2014 _i2018-07-15 _k49.95 _2ddc _w185.34
945			_g1 _i31923001686753 _j2 _lcimc _o _p49.95 _q _r _s- -- _t61 _u1 _v0 _w1 _x0 _y.i20275687 _z01-20-16
998			_b01-14-16 _cm _da
999			_c7844 _d7844
902			_a1 _bCynthia Snell _c1 _dCynthia Snell