MARC Record from marc_columbia

LEADER: 06023cam a2200637 i 4500
001 15496782
005 20220703225832.0
006 m o d
007 cr |n|||||||||
008 200517s2020 xx o 000 0 eng d
035 $a(OCoLC)on1154612357
035 $a(NNC)15496782
040 $aYDX$beng$erda$epn$cYDX$dN$T$dEBLCP$dOCLCF$dUKAHL$dWAU$dS1C$dOCLCO
019 $a1154659608$a1162824386
020 $a9781648020612$q(electronic bk.)
020 $a1648020615$q(electronic bk.)
020 $z1648020593
020 $z9781648020599
035 $a(OCoLC)1154612357$z(OCoLC)1154659608$z(OCoLC)1162824386
050 4 $aLC3733.N5$bR43 2020eb
050 4 $aLC3733.N5$bR43 2020
082 04 $a370.117/5097471$223
049 $aZCUA
245 00 $a(Re)building bi/multilingual leaders for socially just communities /$cedited by Soribel Genao, Nakia M. Gray-Nicolas.
264 1 $aCharlotte, NC :$bInformation Age Publishing, Inc.,$c[2020]
300 $a1 online resource (xi, 148 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
490 1 $aNew directions in educational leadership
504 $aIncludes bibliographical references.
505 00 $gForeword --$gChapter 1.$t(Re)Building New York City's Communities --$gChapter 2.$tThe Impact of Aligning Curriculum in Bi/Multilingual Schools With State and National Standards --$gChapter 3.$tAligning Curriculum for Culturally Responsive Leadership --$gChapter 4.$tUsing Data to Challenge the Monolingual Paradigm and Help Immigrant Children Succeed in School --$gChapter 5.$tChallenging Social Injustice for English Language Learner Achievement --$gChapter 6.$tSeparate and Unequal --$gChapter 7.$tUsing Growth Mindset to Gage Racial Disproportionality in School Discipline --$gChapter 8.$tBuilding Leaders' Roles via Culturally Responsive Leadership --$gChapter 9.$tWomen of Color Leading Schools of Color --$gEpilogue.
520 $a""The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017). This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations - places that are seeing rapidly increasing numbers of immigrants - often find themselves dealing with a host of unexpected issues: immigrant students' unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools"--$cProvided by publisher.
588 0 $aOnline resource; title from PDF title page (EBSCO, viewed May 19, 2020).
650 0 $aEducation, Bilingual$zNew York (State)$zNew York.
650 0 $aMulticultural education$zNew York (State)$zNew York.
650 0 $aCulturally relevant pedagogy$zNew York (State)$zNew York.
650 0 $aEducational leadership$zNew York (State)$zNew York.
650 0 $aImmigrants$xEducation$zNew York (State)$zNew York.
650 6 $aÉducation interculturelle$zNew York (État)$zNew York.
650 6 $aPédagogie culturellement adaptée$zNew York (État)$zNew York.
650 6 $aLeadership en éducation$zNew York (État)$zNew York.
650 7 $aCulturally relevant pedagogy.$2fast$0(OCoLC)fst01896513
650 7 $aEducation, Bilingual.$2fast$0(OCoLC)fst00902886
650 7 $aEducational leadership.$2fast$0(OCoLC)fst00903527
650 7 $aImmigrants$xEducation.$2fast$0(OCoLC)fst00967726
650 7 $aMulticultural education.$2fast$0(OCoLC)fst01028816
651 7 $aNew York (State)$zNew York.$2fast$0(OCoLC)fst01204333
655 0 $aElectronic books.
700 1 $aGenao, Soribel,$eeditor.
700 1 $aGray-Nicolas, Nakia,$eeditor.
776 08 $iPrint version:$t(Re)building bi/multilingual leaders for socially just communities.$dCharlotte, NC : Information Age Publishing, Inc., 2020$z9781648020599$w(DLC) 2020012248$w(OCoLC)1151192050
776 08 $iPrint version:$z1648020593$z9781648020599$w(OCoLC)1151192208
830 0 $aNew directions in educational leadership (Charlotte, N.C.)
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio15496782$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS