Floyd D. Beachum

This book seeks to examine the plight of vulnerable students. Scholars and practitioners will benefit from this in-depth and unique resource for working with diverse populations of students. The term "vulnerable" is the current construct used to address students who are at-risk of dropping out of school or of being mislabeled because of myriad social-economic, structural, educational, cultural, racial, linguistic, and societal burdens that impinge upon their learning and survival in school environments. These populations can include students in urban areas, students with "special" needs, and/or at-risk students who are disenfranchised, disadvantaged, and disillusioned. A few of the topics discussed include students with special needs, the scholar identity of black males, parent perspectives, teacher preparation, and using technology in the classroom. A diverse group of contributors offer their expertise in this distinctive text. Authors include scholars and practitioners from fields such as educational leadership, special education, teacher education, educational technology, and educational psychology. Key Features: explores the diversity of students in today's classrooms: culturally, linguistically, and racially different students; students in urban areas; students with "special" needs; and/or at-risk students who are disenfranchised, disadvantaged, and disillusioned; details multiple strategies for teacher preparation and mentoring; discusses methods for effective parent-teacher collaboration.

The purpose of this work is to broaden the scholarly dialogue in educational leadership and to address the changing role of the American school principal in the twenty-first century with regard to increasing diversity in the United States. This book seeks to provide theoretical and practical insight into the role of school principals dealing with an ever-increasing multicultural student population. We cover an array of issues that we believe are critical in order for the twenty-first century school principal to be effective and relevant. A primary inquiry that needs to be made is: Are school leaders taking seriously the increasing social and cultural diversity in their schools? It is the school principal who sets the tone for the school culture and who provides the vision as to the direction of the organization. We endeavor to help scholars and practitioners have a better understanding of the importance of the diversity of their students, and to give them the tools to appropriately lead schools in ways that ensure all students, regardless of their life circumstances and status, are provided a school climate that promotes high academic achievement and a sense of belonging.

The purpose of this work is to broaden the scholarly dialogue in educational leadership and to address the changing role of the American school principal in the twenty-first century with regard to increasing diversity in the United States. This book seeks to provide theoretical and practical insight into the role of school principals dealing with an ever-increasing multicultural student population. We cover an array of issues that we believe are critical in order for the twenty-first century school principal to be effective and relevant. A primary inquiry that needs to be made is: Are school leaders taking seriously the increasing social and cultural diversity in their schools? It is the school principal who sets the tone for the school culture and who provides the vision as to the direction of the organization. We endeavor to help scholars and practitioners have a better understanding of the importance of the diversity of their students, and to give them the tools to appropriately lead schools in ways that ensure all students, regardless of their life circumstances and status, are provided a school climate that promotes high academic achievement and a sense of belonging.

Cultural Collision and Collusion addresses the complexity of problems that surround youth culture and school culture. By broadening the scholarly dialogue and examining and disseminating relevant research to practitioners, the book seeks to provide insight into youth culture and some manifestations of popular culture (e.g., hip-hop). In addition, the book examines some of the tensions that develop when the values of youth and adults collide in U. S. schools. Finally, the book mines the extant literature for insight and enlightenment in the best interest of academic inquiry and practical applicability.