Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You! VAM Sham BAM
more >>

Announcements

Call for book chapter proposal: Diverse Leadership Landscapes, Exploring the Terrain

Call for Manuscripts

CALL FOR PAPERS IMMIGRATION, BEING IMMIGRANT OR REFUGEE IN THE CONTEXT OF EDUCATION POLICIES IN THE WORLD- IJEP 2018 ISSUES

Call for Papers- International Journal of Management, Economics and Social Sciences

make a post | more >>

Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools

reviewed by Catherine Compton-Lilly � April 30, 2009

Title: Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools
Author(s): Susan Neuman (Ed.)
Publisher: Paul H. Brookes Publishing Company, Baltimore
ISBN: 1557669066, Pages: 384, Year: 2008
Search for book at Amazon.com

Susan Neuman’s recent edited book, Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools (2008), places poverty at the center of discussions about education in America. As Neuman argues, increases in America’s poverty rates are “virtually indisputable” (p. xxiii) affecting “nearly every aspect of children’s lives” (p. xxiii). The book reports on a two-day conference held at the University of Michigan in Ann Arbor during Fall 2007 that brought together researchers and educators who focus on poverty research, instructional design, technology, and intervention in their work. The conference was supported by the Corporation for Public Broadcasting and the Public Broadcasting System and funded by the U.S. Department of Education. Following an introduction written by Susan Neuman, the book’s seventeen chapters are presented in three sections dedicated to “poverty and its consequences,” “how instruction can make a difference,” and “how technology can make a difference.” In her... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: April 30, 2009
http://www.tcrecord.org ID Number: 15627, Date Accessed: 7/21/2018 7:57:40 AM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Catherine Compton-Lilly University of Wisconsin, Madison E-mail Author CATHERINE COMPTON-LILLY is an Assistant Professor in Curriculum and Instruction at the University of Wisconsin Madison. She taught in the public schools for 18 years. She is the author of Reading Families: The Literate Lives of Urban Children (Teachers College Press, 2003), Confronting Racism, Poverty and Power (Heinemann, 2004), Rereading Families (Teachers College Press, 2007), and is the editor of Breaking the Silence (International Reading Association, 2008). Dr. Compton-Lilly has authored articles in the Reading Research Quarterly, The Reading Teacher, The Journal of Early Childhood Literacy, The Reading Teacher, and Language Arts. Dr. Compton-Lilly engages in longitudinal research projects that last over long periods of time. In her most recent study, she followed a group of eight inner-city students from grade one through grade 11. Her interests include examining how time operates as a contextual factor in children�s lives as they progress through school and construct their identities as students and readers.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: