Harvard Education PR Start Where You Are, But Don't Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms (Race and Education)

Product Description In the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms. The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies- of teachers in urban and suburban settings- are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps.Start Where You Are, But Don't Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today's increasingly diverse classrooms. Review "The book is at once empirical, theoretical, and practical: it is accessible and compelling to a variety of audiences, and its ideas and conclusions are clearly supported by Milner's own research and experiences, as well as research in the field." --Teachers College Record From the Inside Flap This revised and expanded second edition of Start Where You Are, But Don't Stay There focuses on a crucial issue in teacher preparation and professional education: the need to prepare educators to support the learning and development of culturally diverse students in schools and classrooms. Milner gives special attention to opportunity gaps that prevent students from succeeding inside and outside of schools, and he advances a new framework--opportunity-centered teaching--to demonstrate how educators build practices to counter and overcome these persistent gaps. "This work beautifully strikes the delicate balance between the theoretical and practical through the provision of an academic framework that concurrently serves as a charge and challenge." --Christopher Emdin, associate professor of science education, Teachers College, Columbia University "Milner's book has been my constant companion as a teacher educator. The new edition should serve as a central text for all teacher education programs." --Maisha T. Winn, Chancellor's Leadership Professor, School of Education, University of California, Davis "Milner builds on his rigorous conceptual and structural analysis by offering concrete strategies and solutions to practitioners of all backgrounds." --Marc Lamont Hill, professor and Steve Charles Chair in Media, Cities, and Solutions, Temple University "Milner leverages his deep knowledge of teachers and teaching to build a bold framework for transforming schools for youth of color." --Kris D. Gutiérrez, professor and Carol Liu Chair in Educational Policy, Graduate School of Education, University of California, Berkeley "Its groundbreaking focus on 'opportunity-centered teaching' makes this text a must-read for all in our field." --Shaun R. Harper, provost professor and Clifford and Betty Allen Chair in Urban Leadership, University of Southern California, Rossier School of Education "Milner never disappoints. This book is more than a resource--it is what we desperately need to create successful schools." --Bettina Love, associate professor, College of Education, University of Georgia "Milner writes truth to power and declares that students will do better once teachers know and act better." --Prudence Carter, dean and professor of the Graduate School of Education at the University of California, Berkeley H. Richard Milner IV is the Cornelius Vanderbilt Endowed Chair of Education and a professor of education in the Department of Teaching and Learning at Peabody College of Vanderbilt University