Equality of Educational Opportunity: A Handbook for Research

Education & Teaching

Gordon, Edmund W.

Schools & Teaching

Ams Pr Inc

Affirmative Development: Cultivating Academic Ability (Critical Issues in Contemporary American Education Series)

According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, Affirmative Development: Cultivating Academic Ability attempts to address how we can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability.

Politics & Social Sciences

Bridglall, Beatrice L.

Social Sciences

Rowman & Littlefield Publishers

According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, Affirmative Development: Cultivating Academic Ability attempts to address how we can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability.

Education and Justice: A View from the Back of the Bus

This collection of essays, spanning 25 years, reflects Dr. Gordon’s lifetime commitment to education and democracy, bringing together his views on race, justice, and equity for all students. As a renowned humanist, psychologist, and educator, Dr. Gordon is an African American who has spent most of his life in racially integrated sections of society, but he has never completely lost the sense that he is representing those who have been relegated to "the back of the bus." Both scholarly and accessible, this book examines many of the most important issues of educational theory and practice and places them in the context of the social justice imperative. Each section of essays, including two new essays prepared especially for this book, is introduced with commentaries in which Dr. Gordon contextualizes and explains the continuing relevance of the issues for today’s educator.

Teachers College Pr

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also the John M. Musser Professor of Psychology Emeritus at Yale University and has been the Senior Scholar-in-Residence at the College Board. The Educational Testing Service created the Edmund W. Gordon Chair in Evaluation, Research and Policy in 2004. The following year, Columbia University named its Harlem facility the Edmund W. Gordon Campus of Teachers College. Locally he and his wife, Dr. Susan G. Gordon, are the Co-Founders of the CEJJES Institute in Pomona.

Pedagogical Imagination: Volume I: Using the Master's Tools to Change the Subject of the Debate (Volume 1)

THIRD WORLD PRESS +

Pedagogical Imagination: Volume II: Using the Master's Tools to Inform Conceptual Leadership, Engaged Scholarship and Social Action (Volume 2)

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system's theories (""the master's tools"") to subvert that system's efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also the John M. Musser Professor of Psychology Emeritus at Yale University and has been the Senior Scholar-in-Residence at the College Board. The Educational Testing Service created the Edmund W. Gordon Chair in Evaluation, Research and Policy in 2004. The following year, Columbia University named its Harlem facility the Edmund W. Gordon Campus of Teachers College. Locally he and his wife, Dr. Susan G. Gordon, are the Co-Founders of the CEJJES Institute in Pomona.

Pedagogical Imagination: Volume III: Defiance: On Becoming an Agentic Black Male Scholar

With essays concerned with the struggle to achieve equal educational opportunity through desegregation and the struggle for equality of educational achievement, Gordon uses logical analysis to exploit the potential of the dominant system’s theories ("the master’s tools") to subvert that system’s efforts at intellectual marginalization and oppression of low-income people of color. Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education Emeritus and Director, Emeritus of the Institute of Urban and Minority Education, at Teachers College, Columbia University. He is also the John M. Musser Professor of Psychology Emeritus at Yale University and has been the Senior Scholar-in-Residence at the College Board. The Educational Testing Service created the Edmund W. Gordon Chair in Evaluation, Research and Policy in 2004. The following year, Columbia University named its Harlem facility the Edmund W. Gordon Campus of Teachers College. Locally he and his wife, Dr. Susan G. Gordon, are the Co-Founders of the CEJJES Institute in Pomona.

Gordon uses logical analysis to exploit the potential of the dominant system’s theories (""the master’s tools"") to subvert that system’s efforts at intellectual marginalization and oppression of low-income people of color.

See the best price to sell, buy, or rent books by Gordon, Edmund W.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Gordon, Edmund W.

See the best price to sell, buy, or rent books by Gordon, Edmund W.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Equality of Educational Opportunity: A Handbook for Research

Affirmative Development: Cultivating Academic Ability (Critical Issues in Contemporary American Education Series)

Affirmative Development: Cultivating Academic Ability (Critical Issues in Contemporary American Education Series)

Education and Justice: A View from the Back of the Bus

Pedagogical Imagination: Volume I: Using the Master's Tools to Change the Subject of the Debate (Volume 1)

Pedagogical Imagination: Volume II: Using the Master's Tools to Inform Conceptual Leadership, Engaged Scholarship and Social Action (Volume 2)

Pedagogical Imagination: Volume III: Defiance: On Becoming an Agentic Black Male Scholar

Pedagogical Imagination: Volume I: Using the Master's Tools to Change the Subject of the Debate (Volume 1)

Pedagogical Imagination: Volume II: Using the Master's Tools to Inform Conceptual Leadership, Engaged Scholarship and Social Action (Volume 2)

Pedagogical Imagination: Volume III: Defiance: On Becoming an Agentic Black Male Scholar