UID:
almafu_9959328865002883
Format:
1 online resource
ISBN:
9781118282083
,
1118282086
,
9781118286371
,
1118286375
,
9781118282595
,
1118282590
,
9781118092620
,
1118092627
,
0470940751
,
9780470940754
,
9781299189799
,
1299189792
Content:
"Dr. Frisby focuses a bright light on issues that often remain obscured in a fog of polemics, deeply held convictions, and genuine concern for the plight of minority students. iMeeting the Psychoeducational Needs of Minority Students /icuts through this fog with intense, sharp, clear thinking and data, driven conclusions." 'Jeffrey P. Braden, PhD, Professor of Psychology and Dean of the College of Humanities and Social Sciences, North Carolina State University/ "Going beyond superficial 'feel good' or 'feel bad' ideologies to probe what really makes a difference in meeting the needs of often underserved populations, Craig Frisby provides a comprehensive, rigorous, well, written, and entertaining (honest!) work that addresses the intersection of race, ethnicity, and education." 'Betty Henry, PhD, School Psychologist, California School for the Blind "Dr. Frisby makes a perceptive and incisive assessment of much of the multicultural ideology currently propagated in professional psychology and education and directly confronts some of the major issues surrounding multiculturalism. Unlike many other critiques that have been proffered over the last few decades, however, iMeeting the Psychoeducational Needs of Minority Students /ialso provides many concrete solutions for how to begin changing the current milieu." 'A. Alexander Beaujean, PhD, Associate Professor, Baylor University bA practical, research, based guide to facilitating positive educational outcomes for racial, ethnic, and language minority students/b This timely book is written from the perspective of contemporary school psychology for a variety of school personnel, including school psychologists, teachers, guidance counselors, and administrators, with coverage of:ulliThe problem of quack multiculturalism/liliHome and family/liliContext for school learning/liliGeneral cognitive ability, learning, and instruction/liliTesting and assessment/liliSchool discipline and behavior management/liliCrime, delinquency, and gangs/liliSchool district resources/li/ul.
Note:
Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel; Copyright; Contents; Acknowledgments; 1: Why the Need for This Book?; Scripted Knowledge; What This Book Is Not; Chapter Content; 2: The Problem of Quack Multiculturalism; What is Multiculturalism?; Types of Superficial Multiculturalism; Boutique Multiculturalism; Kumbayah Multiculturalism; Light-and-Fluffy Multiculturalism; Bean-Counting Multiculturalism; What Multiculturalism Is Not; Multiculturalism Is Not a Science.
,
Multiculturalism Is Not (Necessarily) ""Best Practice""The Distinguishing Features of Sociopolitical Ideologies; An Ideology Must Exaggerate Its Own Importance in Order to Motivate Followers; An Ideology Must Oversimplify Life's Complexities; Ideologies Have Their Own Unique Lexicon; Ideologies Must Enforce Conformity; Six Essential Doctrines That Constitute Multiculturalism Ideology; The Group Identity Doctrine; The Difference Doctrine; The Equity Doctrine; The Inclusion Doctrine; The Sensitivity Doctrine; The Sovereignty Doctrine.
,
Models of Multicultural Advocacy Within Professional TrainingThe Moral Model; How Does the Moral Model Philosophy Respond to Its Critics?; Fatal Flaws of the Moral Model; The Culture Model; How Does the Culture Model Respond to Its Critics?; Fatal Flaws of the Culture Model; The Social Engineering Model; How Does the Social Engineering Model Respond to Its Critics?; The Fatal Flaws of the Social Engineering Model; What Is Quack Multiculturalism, and Why Is It Problematic?; Quack Multiculturalism Is Logically Incoherent; Quack Multiculturalism Is Empirically Inadequate.
,
Quack Multiculturalism Is Experientially InvalidQuack Multiculturalism Is an Elaborately Built Castle With Its Foundation Firmly Planted in Midair; Quack Multiculturalism Is Big Business; Quack Multiculturalism Is a Protest Movement; Quack Multiculturalism Encourages Intellectual Laziness; Quack Multiculturalism Requires a Belief in Magic; In Quack Multiculturalism, There Are No Consequences for Being Wrong; Quack Multiculturalism and Red Herrings; Quack Multiculturalism's Artificial Preservatives; Purpose of Remaining Chapters; Additional Resources; Supplemental Readings; 3: Home and Family.
,
Settlement Patterns of U.S. Racial/Ethnic GroupsAfrican Americans; Hispanic Americans; Asian Americans; Native Americans; What is Tribal Sovereignty?; Tribal Government; Tribal Identity; Indian Education; The Influence of Socioeconomic Status; What Is Social Class?; Correlates of Social Class Status; Social Class and Neighborhood Climate; Marriage, Out-of-Wedlock Births, and Single Parenthood; Child-Rearing/Parenting Behaviors; A Brief Comment on the Role of Genetics; The Impact of Crime on Neighborhoods and Families; Children's Exposure to Crime; Effects of Parental Incarceration.
Additional Edition:
Print version: Frisby, Craig L. Meeting the psychoeducational needs of minority students. Hoboken, New Jersey : John Wiley & Sons, [2013] ISBN 9780470940754
Language:
English
Keywords:
Electronic books.
;
Electronic books.
;
Electronic books.
URL:
https://onlinelibrary.wiley.com/doi/book/10.1002/9781118092620
URL:
https://onlinelibrary.wiley.com/doi/book/10.1002/9781118092620
URL:
https://onlinelibrary.wiley.com/doi/book/10.1002/9781118092620
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