Race and Culturally Responsive Inquiry in Education
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A01=H. Richard Milner
A01=Henry T. Frierson
A01=Keena N. Arbuthnot
A01=Rodney K. Hopson
A01=Stafford L. Hood
accountability
Age Group_Uncategorized
Age Group_Uncategorized
assessment data
Author_H. Richard Milner
Author_Henry T. Frierson
Author_Keena N. Arbuthnot
Author_Rodney K. Hopson
Author_Stafford L. Hood
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Category1=Non-Fiction
Category=JNA
Category=JNDH
Category=JNKD
communities of color
COP=United States
culturally responsive assessment
culturally responsive education
culturally responsive educational inquiry
Delivery_Delivery within 10-20 working days
diverse learners
diversity
education policy
education reform
education research
educational assessment
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eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
equity
evaluation practices
intersectionality
interventions
Language_English
learning environments
low-income students
PA=Available
Price_€20 to €50
PS=Active
race and education
racial fairness
softlaunch
Product details
- ISBN 9781682537534
- Weight: 363g
- Dimensions: 149 x 226mm
- Publication Date: 31 Oct 2022
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Race and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and implementation of its results.
This ambitious volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The provocative essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students’ diverse backgrounds and needs.
Edited by Stafford L. Hood, Henry T. Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring contributions from leading and emerging scholars, the collection is organized around three key areas—education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers.
Together, the essays in this volume make the case that culturally responsive methods that deepen our understanding of educational disparities, appropriately measure what students know and can do, and ensure that we have accurate information about the effectiveness of educational interventions can improve educational outcomes for diverse learners.
This ambitious volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The provocative essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students’ diverse backgrounds and needs.
Edited by Stafford L. Hood, Henry T. Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring contributions from leading and emerging scholars, the collection is organized around three key areas—education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers.
Together, the essays in this volume make the case that culturally responsive methods that deepen our understanding of educational disparities, appropriately measure what students know and can do, and ensure that we have accurate information about the effectiveness of educational interventions can improve educational outcomes for diverse learners.
