Expert on Public Education in AmericaBook Speaker
Noguera is currently the Peter L. Agnew Professor of Education at New York University. Noguera is also the Executive Director of the Metropolitan Center for Urban Education and the co-Director of the Institute for the Study of Globalization and Education in Metropolitan Settings. He is also a part-time high school teacher, the author of several groundbreaking texts, a regular guest on CNN and NPR, and a dynamic speaker who translates social theory into concise, hip language with emotional impact and intellectual rigor.
Noguera has also engaged in collaborative research with large urban school districts. Recently, he helped launch A Broader, Bolder Approach to Education, a group of public policy experts in various fields (housing, education, civil rights), and from across the political spectrum, working to break a decades-long cycle of reform efforts that promised much and have achieved far too little. The group works in areas that research shows must be addressed if we are to keep our promises to all of America's children.
Challenging Racial Inequality in Our Schools
As a leading urban sociologist, Noguera examines how schools are influenced by social and economic conditions in the urban environment. What are the challenges they face in providing safe, academically rewarding environments? What is the state of race relations, racial inequality? What is the role of diversity? What is the impact of violence, parents, and school vouchers? What factors promote student achievement? Which detract from it? What is the impact of immigration and migration? A realistic, hopeful speaker, Noguera shows you the hurdles we face in providing equal education to all -- and then unveils the solutions that are already working to overcome them.
Creating Conditions for Academic Excellence: What it Takes to Leave No Child Behind
In this talk, America's leading expert on public education tackles the growing issue of the academic achievement gap in American schools, giving examples of failed policy strategies as well as successful ones to break down why our education system is failing, and how we can fix it. To build a school system where no child is left behind, we must focus on creating schools where a child's race or social class is no longer a predictor for their performance. Why is the growing achievement gap between the best schools and the worst ones a glaring societal problem? What success stories can we turn to as examples of a better system? And, most importantly, is a massive reshaping of our public schools even possible? With infectious enthusiasm and passion, Noguera shares his vision for the school system of the future, and explains why we must demand it for today.
Invisible No More
Latino men and boys in the United States are confronted with a wide variety of hardships that are not easily explained or understood. They are populating prisons, dropping out of high school, and are becoming overrepresented in the service industry at alarming degrees. Young Latino men, especially, have among the lowest wages earned in the country, a rapidly growing rate of HIV/AIDS, and one of the highest mortality rates due to homicide. Although there has been growing interest in the status of men in American society, there is a glaring lack of research and scholarly work available on Latino men and boys.
This groundbreaking interdisciplinary volume, edited by renowned scholars Pedro Noguera, Ada Hurtado and Edward Fergus addresses the dearth of scholarship and information about Latino men and boys to further our understanding of the unique challenges and obstacles that they confront during this historical moment. The contributors represent a cross section of disciplines from health, criminal justice, education, literature, psychology, economics, labor, sociology and more. By drawing attention to the sweeping issues facing this segment of the population, this volume offers research and policy a set of principles and overarching guidelines for decreasing the invisibility and thus the disenfranchisement of Latino men and boys.
Creating the Opportunity to Learn
Unless we believe that those who have more are inherently superior to those who have less, we should be troubled by the fact that patterns of achievement are often fairly predictable, particularly with respect to students race and class.
In Creating the Opportunity to Learn, Wade Boykin and Pedro Noguera help navigate the turbid waters of evidence-based methodologies and chart a course toward closing (and eliminating) the academic achievement gap. Turning a critical eye to current and recent research, the authors present a comprehensive view of the achievement gap and advocate for strategies that contribute to the success of all children.
Boykin and Noguera maintain that it is possible to close the achievement gap by abandoning failed strategies, learning from successful schools, and simply doing more of what the research shows is most effective. Success is founded on equity, but equity involves more than simply ensuring students have equal access to education; equity also entails a focus on outcomes and results.
If we want to bring about significant improvements in those outcomes, we have to do more to address the context in which learning takes place. In short, we must create schools where a child s race or class is no longer a predictor for how well he or she might perform.
City Schools and the American Dream
Pedro Noguera argues that higher standards and more tests, by themselves, will not make low-income urban students any smarter and the schools they attend more successful without substantial investment in the communities in which they live. Drawing on extensive research performed in San Francisco, Oakland, Berkeley, and Richmond, Noguera demonstrates how school and student achievement is influenced by social forces such as demographic change, poverty, drug trafficking, violence, and social inequity.
Readers get a detailed glimpse into the lives of teachers and students working "against the odds" to succeed. Noguera sends a strong message to those who would have urban schools "shape up or shut down": invest in the future of these students and schools, and we can reach the kind of achievement and success that typify only more privileged communities.
Public schools are the last best hope for many poor families living in cities across the nation. Noguera gives politicians, policymakers, and the public its own standard to achieve, provide the basic economic and social support so that teachers and students can get the job done!
Unfinished Business: Closing the Racial Achievement Gap in Our Schools
In this groundbreaking book, co-editors Pedro Noguera and Jean Yonemura Wing, and their collaborators investigated the dynamics of race and achievement at Berkeley High School—a large public high school that the New York Times called "the most integrated high school in America."Â Berkeley's diverse student population clearly illustrates the "achievement gap" phenomenon in our schools. Unfinished Business brings to light the hidden inequities of schools—where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure.
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