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bob moses algebra project: Radical Equations Robert Moses, Charles E. Cobb, 2002-06-10 The remarkable story of the Algebra Project, a community-based effort to develop math-science literacy in disadvantaged schools—as told by the program’s founder “Bob Moses was a hero of mine. His quiet confidence helped shape the civil rights movement, and he inspired generations of young people looking to make a difference”—Barack Obama At a time when popular solutions to the educational plight of poor children of color are imposed from the outside—national standards, high-stakes tests, charismatic individual saviors—the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities—parents, teachers, and especially students—to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: “Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.” We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools. |
bob moses algebra project: Radical Equations Robert Moses, Charles E. Cobb, 2002-02-01 The remarkable story of the Algebra Project, a community-based effort to develop math-science literacy in disadvantaged schools—as told by the program’s founder “Bob Moses was a hero of mine. His quiet confidence helped shape the civil rights movement, and he inspired generations of young people looking to make a difference”—Barack Obama At a time when popular solutions to the educational plight of poor children of color are imposed from the outside—national standards, high-stakes tests, charismatic individual saviors—the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities—parents, teachers, and especially students—to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: “Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.” We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools. |
bob moses algebra project: Rethinking Mathematics Eric Gutstein, Bob Peterson, 2005 In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind. |
bob moses algebra project: Culturally Responsive Mathematics Education Brian Greer, Swapna Mukhopadhyay, Arthur B. Powell, Sharon Nelson-Barber, 2009-05-20 At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions. |
bob moses algebra project: Educating for Insurgency Jay Gillen, 2014-08-18 A manifesto for today’s broken schools. Desegregation has failed. Schools filled with black and brown students have become plantations of social control, where the policing of behavior trumps the expanding of minds. Radical teachers and organizers in American public schools must help young people fashion an insurgency. That means, at the very least, seeing each student’s rebellion not as violation, but as communication. Jay Gillen writes with passion and compassion about the daily lives of poor students trapped in institutions that dismiss and degrade them. In the spirit of Paulo Freire, and using the historical models of slave rebellions and Civil Rights struggles as guides, Gillen explains what sort of insurgency is needed and how to create it: the tools and techniques required to build social, intellectual, and political power. This poetic manifesto of revolutionary “educational reform” belongs in the pocket of anyone who currently works in, suffers through, or simply cares about public schooling in this country. Jay Gillen teaches English in a Baltimore public school and has worked with the Baltimore Algebra Project since 1995, building math literacy among youth of color and youth experiencing poverty in US public schools. Bob Moses is an educator and Civil Rights activist. He founded the Algebra Project in 1982. |
bob moses algebra project: And Gently He Shall Lead Them Eric Burner, 1994 Burner (law, Cadwalader, Wickersham, and Taft) tells the story of an elusive hero of the civil rights movement examining Moses' moral philosophy and his political and ideological evolution. Burner follows Moses through his community organizing in the 1960s, his involvements with the SNCC and the Mississippi Freedom Democratic Party, and his negotiations with the Department of Justice, and reveals the influence French philosopher Albert Camus had on Moses' life and work. Includes bandw photos. Annotation copyright by Book News, Inc., Portland, OR |
bob moses algebra project: Robert Parris Moses Laura Visser-Maessen, 2016-02-24 One of the most influential leaders in the civil rights movement, Robert Parris Moses was essential in making Mississippi a central battleground state in the fight for voting rights. As a leader of the Student Nonviolent Coordinating Committee (SNCC), Moses presented himself as a mere facilitator of grassroots activism rather than a charismatic figure like Martin Luther King Jr. His self-effacing demeanor and his success, especially in steering the events that led to the volatile 1964 Freedom Summer and the formation of the Mississippi Freedom Democratic Party, paradoxically gave him a reputation of nearly heroic proportions. Examining the dilemmas of a leader who worked to cultivate local leadership, historian Laura Visser-Maessen explores the intellectual underpinnings of Moses's strategy, its achievements, and its struggles. This new biography recasts Moses as an effective, hands-on organizer, safeguarding his ideals while leading from behind the scenes. By returning Moses to his rightful place among the foremost leaders of the movement, Visser-Maessen testifies to Moses's revolutionary approach to grassroots leadership and the power of the individual in generating social change. |
bob moses algebra project: Teaching the Taboo Rick Ayers, William Ayers, 2014 Rick and William Ayers renew their challenge to teachers to teach initiative, to teach imagination, to “teach the taboo” in the new edition of this bestseller. Drawing from a lifetime of deep commitment to students, teaching, and social justice, the authors update their powerful critique of schooling and present classroom stories of everyday teachers grappling with many of today’s hotly debated issues. They invite educators to live a teaching life of questioning—to imagine classrooms where every established and received bit of wisdom, common sense, orthodoxy, and dogma is open for examination, interrogation, and rethinking. Teaching the Taboo, Second Edition is an insightful guide to effective pedagogy and essential reading for anyone looking to evolve as an educator. What’s new for the second edition of Teaching the Taboo! A deeper exploration of issues of white privilege and racism and war and peace. A more thorough examination of the problems with math and science education, including possible solutions. An expanded exploration of the importance of creative writing for validating individual and community experiences. A more thorough discussion of Freire’s work and comparison to the radical teaching projects of African American activists in the south during the Freedom Schools. An in-depth look at how students can be part of co-constructing historical narratives and analyses. An update on school struggles in Atlanta, Chicago, and Seattle. Praise for the first edition of Teaching the Taboo! “For those frustrated by the thrust of educational 'reform'…this book provides what can be described as both a challenge and a set of alternatives.” —Education Review “Drawing from a lifetime of deep thinking about education and courageous commitment to precious students, Rick and William Ayers have given us a marvelous book. Their devastating critique of the pervasive market models in education and their powerful defense of democratic forms of imagination in schools are so badly needed in our present-day crisis!” —Cornel West, Princeton University “Teaching the Taboo is provocative, challenging, funny in places, wild but sensible enough to be useful, inspiring, and practical for educators who are working to negate the educational madness that is infecting the schools.” —Herb Kohl, author of 36 Children and Painting Chinese Rick Ayers is a university instructor and founder of the Communication Arts and Sciences small school at Berkeley High School, and teaches at the University of San Francisco. William Ayers is a school reform activist and a Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago. |
bob moses algebra project: Bloody Lowndes Hasan Kwame Jeffries, 2010-08-02 The treatment of eating disorders remains controversial, protracted, and often unsuccessful. Therapists face a number of impediments to the optimal care fo their patients, from transference to difficulties in dealing with the patient's family. Treating Eating Disorders addresses the pressure and responsibility faced by practicing therapists in the treatment of eating disorders. Legal, ethical, and interpersonal issues involving compulsory treatment, food refusal and forced feeding, managed care, treatment facilities, terminal care, and how the gender of the therapist affects treatment figure centrally in this invaluable navigational guide. |
bob moses algebra project: The Power in the Room Jay Gillen, 2019-09-24 How community-centered, peer-to-peer, youth knowledge exchanges are evolving into a strong economic and political foundation on which to build radical public education. Following in the rich traditions in African American cooperative economic and educational thought, teacher-organizer Jay Gillen describes the Baltimore Algebra Project (BAP) as a youth-run cooperative enterprise in which young people direct their peers’ and their own learning for a wage. BAP and similar enterprises are creating an educational network of empowered, employed students. Gillen argues that this is a proactive political, economic, and educational structure that builds relationships among and between students and their communities. It’s a structure that meets communal needs—material and social, economic and political—both now and in the future. Through the story of the Baltimore Algebra Project, readers will learn why youth employment is a priority, how to develop democratic norms and cultures, how to foster positive community roles for 20–30 year-olds, and how to implement educational accountability from below. |
bob moses algebra project: The Freedom Schools Jon N. Hale, 2016-06-07 Created in 1964 as part of the Mississippi Freedom Summer, the Mississippi Freedom Schools were launched by educators and activists to provide an alternative education for African American students that would facilitate student activism and participatory democracy. The schools, as Jon N. Hale demonstrates, had a crucial role in the civil rights movement and a major impact on the development of progressive education throughout the nation. Designed and run by African American and white educators and activists, the Freedom Schools counteracted segregationist policies that inhibited opportunities for black youth. Providing high-quality, progressive education that addressed issues of social justice, the schools prepared African American students to fight for freedom on all fronts. Forming a political network, the Freedom Schools taught students how, when, and where to engage politically, shaping activists who trained others to challenge inequality. Based on dozens of first-time interviews with former Freedom School students and teachers and on rich archival materials, this remarkable social history of the Mississippi Freedom Schools is told from the perspective of those frequently left out of civil rights narratives that focus on national leadership or college protestors. Hale reveals the role that school-age students played in the civil rights movement and the crucial contribution made by grassroots activists on the local level. He also examines the challenges confronted by Freedom School activists and teachers, such as intimidation by racist Mississippians and race relations between blacks and whites within the schools. In tracing the stories of Freedom School students into adulthood, this book reveals the ways in which these individuals turned training into decades of activism. Former students and teachers speak eloquently about the principles that informed their practice and the influence that the Freedom School curriculum has had on education. They also offer key strategies for further integrating the American school system and politically engaging today's youth. |
bob moses algebra project: Many Minds, One Heart Wesley C. Hogan, 2013-01-22 How did the Student Nonviolent Coordinating Committee break open the caste system in the American South between 1960 and 1965? In this innovative study, Wesley Hogan explores what SNCC accomplished and, more important, how it fostered significant social change in such a short time. She offers new insights into the internal dynamics of SNCC as well as the workings of the larger civil rights and Black Power movement of which it was a part. As Hogan chronicles, the members of SNCC created some of the civil rights movement's boldest experiments in freedom, including the sit-ins of 1960, the rejuvenated Freedom Rides of 1961, and grassroots democracy projects in Georgia and Mississippi. She highlights several key players--including Charles Sherrod, Bob Moses, and Fannie Lou Hamer--as innovators of grassroots activism and democratic practice. Breaking new ground, Hogan shows how SNCC laid the foundation for the emergence of the New Left and created new definitions of political leadership during the civil rights and Vietnam eras. She traces the ways other social movements--such as Black Power, women's liberation, and the antiwar movement--adapted practices developed within SNCC to apply to their particular causes. Many Minds, One Heart ultimately reframes the movement and asks us to look anew at where America stands on justice and equality today. |
bob moses algebra project: Do the Math: Secrets, Lies, and Algebra Wendy Lichtman, 2009-02-24 Using concepts from algebra and relating them to life, Tess navigates the waters of friendship, popularity, and family. Math lover Tess has always used mathematical concepts to help her understand things in her life. She is surprised to find out how much math—and life—can change in eighth grade. She also has to learn about injustice and ethics when a family friend mysteriously dies, and when she witnesses a cheating episode at her school and realizes that keeping silent about it, even to get in the good graces of the cutest boy in school, only leads to more trouble. Are theorems and axioms about life fail-safe? Is there an absolute answer to everything, just as there are absolute numbers? In the end, Tess decides that her life, like the infinity sign, is always changing, but that as long as she sticks to some key principles for herself, she can handle life’s uncertainties. |
bob moses algebra project: Ella Baker and the Black Freedom Movement, Second Edition Barbara Ransby, 2024-10-08 One of the most important African American leaders of the twentieth century and perhaps the most influential woman in the civil rights movement, Ella Baker (1903–1986) was an activist whose remarkable career spanned fifty years and touched thousands of lives. A gifted grassroots organizer, Baker shunned the spotlight in favor of vital behind-the-scenes work that helped power the Black freedom struggle. Making her way in predominantly male circles while maintaining relationships with a vibrant group of women, students, and activists, Baker was a national officer and key figure in the NAACP, a founder of the Southern Christian Leadership Conference, and a prime mover in the creation of the Student Nonviolent Coordinating Committee. In this definitive biography, Barbara Ransby chronicles Baker's long and rich career, revealing her complexity, radical democratic worldview, and enduring influence on group-centered, grassroots activism. Beyond documenting an extraordinary life, Ransby paints a vivid picture of the African American fight for justice and its intersections with other progressive struggles worldwide throughout the twentieth century. |
bob moses algebra project: The Nature and Role of Algebra in the K-14 Curriculum Center for Science, Mathematics, and Engineering Education, National Council of Teachers of Mathematics and Mathematical Sciences Education Board, National Research Council, 1998-10-07 With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the standards movement in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, The Nature and Role of Algebra in the K-14 Curriculum, on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C. |
bob moses algebra project: Critical Race Theory in Mathematics Education Julius Davis, Christopher Jett, 2019-04-30 Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans’ mathematics education. CRT has gained traction within the educational research sphere, and this book extends and applies this framework to chronicle the paths of mathematics educators who advance and use CRT. This edited collection brings together scholarship that addresses the racial challenges thrusted upon Black learners and the gatekeeping nature of the discipline of mathematics. Across the ten chapters, scholars expand the uses of CRT in mathematics education and share insights with stakeholders regarding the racialized experiences of mathematics students and educators. Collectively, the volume explains how researchers, practitioners, and policymakers can use CRT to examine issues of race, racism, and other forms of oppression in mathematics education for Black children and adults. |
bob moses algebra project: Nobody Turn Me Around Charles Euchner, 2010-09-25 On August 28, 1963, over a quarter-million people—about two-thirds black and one-third white—held the greatest civil rights demonstration ever. Martin Luther King, Jr. delivered his iconic “I Have a Dream” oration. And just blocks away, President Kennedy and Congress skirmished over landmark civil rights legislation. As Charles Euchner reveals, the importance of the march is more profound and complex than standard treatments of the 1963 March on Washington allow. In this major reinterpretation of the Great Day—the peak of the movement—Euchner brings back the tension and promise of that day. Building on countless interviews, archives, FBI files, and private recordings, Euchner shows freedom fighters as complex, often conflicted, characters. He explores the lives of Philip Randolph and Bayard Rustin, the march organizers who worked tirelessly to make mass demonstrations and nonviolence the cornerstone of the movement. He also reveals the many behind-the-scenes battles—the effort to get women speakers onto the platform, John Lewis’s damning speech about the federal government, Malcolm X’s biting criticisms and secret vows to help the movement, and the devastating undercurrents involving political powerhouses Kennedy and FBI director J. Edgar Hoover. For the first time, Euchner tells the story behind King’s “Dream” images. Euchner’s hour-by-hour account offers intimate glimpses of the masses on the National Mall—ordinary people who bore the scars of physical violence and jailings for fighting for basic civil rights. The event took on the call-and-response drama of a Southern church service, as King, Lewis, Mahalia Jackson, Roy Wilkins, and others challenged the throng to destroy Jim Crow once and for all. Nobody Turn Me Around will challenge your understanding of the March on Washington, both in terms of what happened but also regarding what it ultimately set in motion. The result was a day that remains the apex of the civil rights movement—and the beginning of its decline. |
bob moses algebra project: Reckoning With Our Roots Joan Therese Wynne, 2018-11-19 |
bob moses algebra project: The Math Myth Andrew Hacker, 2010-05-25 A New York Times–bestselling author looks at mathematics education in America—when it’s worthwhile, and when it’s not. Why do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? While Andrew Hacker has been a professor of mathematics himself, and extols the glories of the subject, he also questions some widely held assumptions in this thought-provoking and practical-minded book. Does advanced math really broaden our minds? Is mastery of azimuths and asymptotes needed for success in most jobs? Should the entire Common Core syllabus be required of every student? Hacker worries that our nation’s current frenzied emphasis on STEM is diverting attention from other pursuits and even subverting the spirit of the country. Here, he shows how mandating math for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. Expanding upon the author’s viral New York Times op-ed, The Math Myth is sure to spark a heated and needed national conversation—not just about mathematics but about the kind of people and society we want to be. “Hacker’s accessible arguments offer plenty to think about and should serve as a clarion call to students, parents, and educators who decry the one-size-fits-all approach to schooling.” —Publishers Weekly, starred review |
bob moses algebra project: A People's History for the Classroom Bill Bigelow, Howard Zinn, 2008 Presents a collection of lessons and activities for teaching American history for students in middle school and high school. |
bob moses algebra project: Mathematics Framework for California Public Schools California. Curriculum Development and Supplemental Materials Commission, 1999 |
bob moses algebra project: In Defense of Looting Vicky Osterweil, 2020-08-25 A fresh argument for rioting and looting as our most powerful tools for dismantling white supremacy. Looting -- a crowd of people publicly, openly, and directly seizing goods -- is one of the more extreme actions that can take place in the midst of social unrest. Even self-identified radicals distance themselves from looters, fearing that violent tactics reflect badly on the broader movement. But Vicky Osterweil argues that stealing goods and destroying property are direct, pragmatic strategies of wealth redistribution and improving life for the working class -- not to mention the brazen messages these methods send to the police and the state. All our beliefs about the innate righteousness of property and ownership, Osterweil explains, are built on the history of anti-Black, anti-Indigenous oppression. From slave revolts to labor strikes to the modern-day movements for climate change, Black lives, and police abolition, Osterweil makes a convincing case for rioting and looting as weapons that bludgeon the status quo while uplifting the poor and marginalized. In Defense of Looting is a history of violent protest sparking social change, a compelling reframing of revolutionary activism, and a practical vision for a dramatically restructured society. |
bob moses algebra project: Mathematics for Social Justice: Resources for the College Classroom Gizem Karaali, Lily S. Khadjavi, 2019-07-09 Mathematics for Social Justice offers a collection of resources for mathematics faculty interested in incorporating questions of social justice into their classrooms. The book begins with a series of essays from instructors experienced in integrating social justice themes into their pedagogy; these essays contain political and pedagogical motivations as well as nuts-and-bolts teaching advice. The heart of the book is a collection of fourteen classroom-tested modules featuring ready-to-use activities and investigations for the college mathematics classroom. The mathematical tools and techniques used are relevant to a wide variety of courses including college algebra, math for the liberal arts, calculus, differential equations, discrete mathematics, geometry, financial mathematics, and combinatorics. The social justice themes include human trafficking, income inequality, environmental justice, gerrymandering, voting methods, and access to education. The volume editors are leaders of the national movement to include social justice material into mathematics teaching. Gizem Karaali is Associate Professor of Mathematics at Pomona College. She is one of the founding editors of The Journal of Humanistic Mathematics, and an associate editor for The Mathematical Intelligencer and Numeracy ; she also serves on the editorial board of the MAA's Carus Mathematical Monographs. Lily Khadjavi is Associate Professor of Mathematics at Loyola Marymount University and is a past co-chair of the Infinite Possibilities Conference. She has served on the boards of Building Diversity in Science, the Barbara Jordan-Bayard Rustin Coalition, and the Harvard Gender and Sexuality Caucus. |
bob moses algebra project: Cutting School Noliwe Rooks, 2017-09-26 2018 Zora Neale Hurston/Richard Wright Legacy Award (Nonfiction) Finalist A timely indictment of the corporate takeover of education and the privatization—and profitability—of separate and unequal schools, published at a critical time in the dismantling of public education in America An astounding look at America’s segregated school system, weaving together historical dynamics of race, class, and growing inequality into one concise and commanding story. Cutting School puts our schools at the center of the fight for a new commons. —Naomi Klein, author of No Is Not Enough and This Changes Everything Public schools are among America’s greatest achievements in modern history, yet from the earliest days of tax-supported education—today a sector with an estimated budget of over half a billion dollars—there have been intractable tensions tied to race and poverty. Now, in an era characterized by levels of school segregation the country has not seen since the mid-twentieth century, cultural critic and American studies professor Noliwe Rooks provides a trenchant analysis of our separate and unequal schools and argues that profiting from our nation’s failure to provide a high-quality education to all children has become a very big business. Cutting School deftly traces the financing of segregated education in America, from reconstruction through Brown v. Board of Education up to the current controversies around school choice, teacher quality, the school-to-prison pipeline, and more, to elucidate the course we are on today: the wholesale privatization of our schools. Rooks’s incisive critique breaks down the fraught landscape of “segrenomics,” showing how experimental solutions to the so-called achievement gaps—including charters, vouchers, and cyber schools—rely on, profit from, and ultimately exacerbate disturbingly high levels of racial and economic segregation under the guise of providing equal opportunity. Rooks chronicles the making and unmaking of public education and the disastrous impact of funneling public dollars to private for-profit and nonprofit operations. As the infrastructure crumbles, a number of major U.S. cities are poised to permanently dismantle their public school systems—the very foundation of our multicultural democracy. Yet Rooks finds hope and promise in the inspired individuals and powerful movements fighting to save urban schools. A comprehensive, compelling account of what’s truly at stake in the relentless push to deregulate and privatize, Cutting School is a cri de coeur for all of us to resist educational apartheid in America. |
bob moses algebra project: Schools of Thought Rexford Brown, 1993-08-10 As a result of his visits to classrooms across the nation, Brown has compiled an engaging, thought-provoking collection of classroom vignettes which show the ways in which national, state, and local school politics translate into changed classroom practices. Captures the breadth, depth, and urgency of education reform.--Bill Clinton. |
bob moses algebra project: Becoming Brilliant Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, 2016-05-16 In just a few years, today’s children and teens will forge careers that look nothing like those that were available to their parents or grandparents. While the U.S. economy becomes ever more information-driven, our system of education seems stuck on the idea that “content is king,” neglecting other skills that 21st century citizens sorely need. Becoming Brilliant offers solutions that parents can implement right now. Backed by the latest scientific evidence and illustrated with examples of what’s being done right in schools today, this book introduces the 6Cs—collaboration, communication, content, critical thinking, creative innovation, and confidence—along with ways parents can nurture their children’s development in each area. |
bob moses algebra project: Hattiesburg William Sturkey, 2019-03-28 Winner of the Zócalo Public Square Book Prize Benjamin L. Hooks Award Finalist “An insightful, powerful, and moving book.” —Kevin Boyle, author of Arc of Justice “Sturkey’s clear-eyed and meticulous book pulls off a delicate balancing act. While depicting the terrors of Jim Crow, he also shows how Hattiesburg’s black residents, forced to forge their own communal institutions, laid the organizational groundwork for the civil rights movement.” —New York Times If you really want to understand Jim Crow—what it was and how African Americans rose up to defeat it—you should start by visiting Mobile Street in Hattiesburg, Mississippi, the heart of the historic black downtown. There you can still see remnants of the shops and churches where, amid the violence and humiliation of segregation, men and women gathered to build a remarkable community. Hattiesburg takes us into the heart of this divided town and deep into the lives of families on both sides of the racial divide to show how the fabric of their existence was shaped by the changing fortunes of the Jim Crow South. “Sturkey’s magnificent portrait reminds us that Mississippi is no anachronism. It is the dark heart of American modernity.” —Robin D. G. Kelley, author of Thelonious Monk “When they are at their best, historians craft powerful, compelling, often genre-changing pieces of history...William Sturkey is one of those historians...A brilliant, poignant work.” —Charles W. McKinney, Jr., Journal of African American History |
bob moses algebra project: Addicted to Reform John Merrow, 2017-08-15 The prize-winning PBS correspondent's provocative antidote to America's misguided approaches to K-12 school reform During an illustrious four-decade career at NPR and PBS, John Merrow—winner of the George Polk Award, the Peabody Award, and the McGraw Prize—reported from every state in the union, as well as from dozens of countries, on everything from the rise of district-wide cheating scandals and the corporate greed driving an ADD epidemic to teacher-training controversies and America's obsession with standardized testing. Along the way, he taught in a high school, at a historically black college, and at a federal penitentiary. Now, the revered education correspondent of PBS NewsHour distills his best thinking on education into a twelve-step approach to fixing a K–12 system that Merrow describes as being addicted to reform but unwilling to address the real issue: American public schools are ill-equipped to prepare young people for the challenges of the twenty-first century. This insightful book looks at how to turn digital natives into digital citizens and why it should be harder to become a teacher but easier to be one. Merrow offers smart, essential chapters—including Measure What Matters, and Embrace Teachers—that reflect his countless hours spent covering classrooms as well as corridors of power. His signature candid style of reportage comes to life as he shares lively anecdotes, schoolyard tales, and memories that are at once instructive and endearing. Addicted to Reform is written with the kind of passionate concern that could come only from a lifetime devoted to the people and places that constitute the foundation of our nation. It is a big book that forms an astute and urgent blueprint for providing a quality education to every American child. |
bob moses algebra project: A Case Study Analysis of Bob Moses's Algebra Project Theardis Nelson, 1997 |
bob moses algebra project: Mathematics for Human Flourishing Francis Su, 2020-01-07 Winner of the Mathematics Association of America's 2021 Euler Book Prize, this is an inclusive vision of mathematics—its beauty, its humanity, and its power to build virtues that help us all flourish“This is perhaps the most important mathematics book of our time. Francis Su shows mathematics is an experience of the mind and, most important, of the heart.”—James Tanton, Global Math ProjectA good book is an entertaining read. A great book holds up a mirror that allows us to more clearly see ourselves and the world we live in. Francis Su’s Mathematics for Human Flourishing is both a good book and a great book.—MAA Reviews For mathematician Francis Su, a society without mathematical affection is like a city without concerts, parks, or museums. To miss out on mathematics is to live without experiencing some of humanity’s most beautiful ideas.In this profound book, written for a wide audience but especially for those disenchanted by their past experiences, an award‑winning mathematician and educator weaves parables, puzzles, and personal reflections to show how mathematics meets basic human desires—such as for play, beauty, freedom, justice, and love—and cultivates virtues essential for human flourishing. These desires and virtues, and the stories told here, reveal how mathematics is intimately tied to being human. Some lessons emerge from those who have struggled, including philosopher Simone Weil, whose own mathematical contributions were overshadowed by her brother’s, and Christopher Jackson, who discovered mathematics as an inmate in a federal prison. Christopher’s letters to the author appear throughout the book and show how this intellectual pursuit can—and must—be open to all. |
bob moses algebra project: My Race to Freedom Gwendolyn Patton, 2020-09-15 Gwendolyn Patton's parents moved north from Alabama to Detroit in the Great Migration, ensuring that their children would avoid the worst that the post-Reconstruction South had to offer. As a young woman, Patton would return to Montgomery, Alabama, just in time for the civil rights movement, becoming engaged in protests and political demonstrations as a student at Tuskegee University. Shocked by the subjugation of black Americans in the South, she would participate in landmark civil rights events, such as the Selma-to-Montgomery March led by Dr. Martin Luther King, Jr. My Race to Freedom is the story of how Patton's eyes were opened to the injustices of the Jim Crow South and how one young woman helped make equality a reality for Southern African Americans. |
bob moses algebra project: Republic of Spin: An Inside History of the American Presidency David Greenberg, 2016-01-11 “A brilliant, fast-moving narrative history of the leaders who have defined the modern American presidency.”—Bob Woodward In Republic of Spin—a vibrant history covering more than one hundred years of politics—presidential historian David Greenberg recounts the rise of the White House spin machine, from Teddy Roosevelt to Barack Obama. His sweeping, startling narrative takes us behind the scenes to see how the tools and techniques of image making and message craft work. We meet Woodrow Wilson convening the first White House press conference, Franklin Roosevelt huddling with his private pollsters, Ronald Reagan’s aides crafting his nightly news sound bites, and George W. Bush staging his “Mission Accomplished” photo-op. We meet, too, the backstage visionaries who pioneered new ways of gauging public opinion and mastering the media—figures like George Cortelyou, TR’s brilliantly efficient press manager; 1920s ad whiz Bruce Barton; Robert Montgomery, Dwight Eisenhower’s canny TV coach; and of course the key spinmeisters of our own times, from Roger Ailes to David Axelrod. Greenberg also examines the profound debates Americans have waged over the effect of spin on our politics. Does spin help our leaders manipulate the citizenry? Or does it allow them to engage us more fully in the democratic project? Exploring the ideas of the century’s most incisive political critics, from Walter Lippmann and H. L. Mencken to Hannah Arendt and Stephen Colbert, Republic of Spin illuminates both the power of spin and its limitations—its capacity not only to mislead but also to lead. |
bob moses algebra project: Stokely Peniel E. Joseph, 2014-03-04 From the author of The Sword and the Shield, this definitive biography of the Black Power activist Stokely Carmichael offers an unflinching look at an unflinching man (Daily Beast). Stokely Carmichael, the charismatic and controversial Black activist, stepped onto the pages of history when he called for Black Power during a speech one Mississippi night in 1966. A firebrand who straddled both the American civil rights and Black Power movements, Carmichael would stand for the rest of his life at the center of the storm he had unleashed. In Stokely, preeminent civil rights scholar Peniel E. Joseph presents a groundbreaking biography of Carmichael, using his life as a prism through which to view the transformative African American freedom struggles of the twentieth century. A nuanced and authoritative portrait, Stokely captures the life of the man whose uncompromising vision defined political radicalism and provoked a national reckoning on race and democracy. |
bob moses algebra project: Building Mathematics Learning Communities Erica N. Walker, 2012-05-11 Drawing on perceptions, behaviors, and experiences of students at an urban high school—both high and low achievers—this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a potential model rather than a deficit model, complete with teaching strategies and best practices for teaching mathematics in innovative and relevant ways. This resource offers practical insights for pre- and inservice teachers and administrators on facilitating positive interactions, engagement, and achievement in mathematics, particularly with Black and Latino/a students. It also examines societal perceptions of urban students and how these affect teaching and learning, policies, and mathematics outcomes. |
bob moses algebra project: I Give You the Springtime of My Blushing Heart Dedan Gills, Belvie Rooks, 2019-05-30 A poetic vision, ranging from the personal to the cosmic.--Publisher. |
bob moses algebra project: Americans Who Tell the Truth Robert Shetterly, 2009-07-10 Features quotes, biographies, and portraits of powerful and influential Americans, including Rachel Carson, Rosa Parks, and Mark Twain, who used the power of truth combined with freedom of speech to challenge the system and inspire change. Reprint. |
bob moses algebra project: APOS Theory Ilana Arnon, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, Maria Trigueros, Kirk Weller, 2013-08-04 In spite of the fact that APOS Theory has been used extensively in numerous scholarly publications, in the design of textbooks, and in teaching practice, there is no single references that contains all the relevant information about its components, and provides guidance about its application. The goal of this book is to present the main elements of APOS theory. It should be useful for researchers who work with, or would like to learn more about, this theoretical approach, people who are interested in the way which mathematical conceptions are constructed according to this theory, Mathematics Education researchers, graduate students in Mathematics Education, and Mathematics instructors. |
bob moses algebra project: Mathematics Education in East Africa Anjum Halai, Geoff Tennant, 2016-03-15 This Open Access book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa. |
bob moses algebra project: Free City! Marcy Rein, Mickey Ellinger, Vicki Legion, 2021-06-29 Free City! The Fight for San Francisco’s City College and Education for All tells the story of the five years of organizing that turned a seemingly hopeless defensive fight into a victory for the most progressive free college measure in the US. In 2012, the accreditor sanctioned City College of San Francisco, one of the biggest and best community colleges in the country, and a year later proposed terminating its accreditation, leading to a state takeover. Free City! follows the multipronged strategies of the campaign and the diverse characters that carried them out. Teachers, students, labor unions, community groups, public officials, and concerned individuals saved a treasured public institution as San Francisco’s working-class communities of color battled the gentrification that was forcing them out of the city. And they pushed back against the national “reform” agenda of corporate workforce training that drives students towards debt and sidelines lifelong learning and community service programs. Combining analysis with narrative, Free City! offers a case study in the power of positive vision and solution-oriented organizing and a reflection on what education can and should be. |
bob moses algebra project: Making Algebra Meaningful Nicole L. Fonger, 2021 An essential understanding of the uses and practices of algebra remain out of reach for many students. In this book, award-winning researcher Dr. Nicole Fonger addresses the issue of how to support all learners to experience algebra as meaningful. In a highly visual approach, the book details four research-based lenses with examples from 9th-grade algebra classrooms: (1) students’ algebraic reasoning and representing; (2) goal-directed classroom practices with technology; (3) culturally and historically responsive algebra literacy; and (4) teachers’ journeys toward antiracism. The author makes connections among research in algebra education; teaching algebra; and leading ambitious, equitable, and antiracist visions for algebra education. By the End of This Book, You Will: Learn how to support students to fluently reason and represent expressions, equations, and functions.Learn how to design algebra lessons that are culturally and historically responsive to students’ experiences and social justice issues.Learn to use sketch notes to reflect on and communicate complex ideas in teaching and learning algebra.Have a set of tools for guiding the design of instruction to support meaningful algebra learning for all students. |
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In founding the Algebra Project, Moses stated that K–12 math literacy, like voting literacy, is key to full citizenship for Americans from poor and minority communities. The Algebra Project is a …
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Algebra Project Maths 5 2002-02-01 The remarkable story of the Algebra Project, a community-based effort to develop math-science literacy in disadvantaged schools—as told by the …
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Algebra Project (Moses et al. 1989). As a member of SNCC, Bob Moses was part of a brave group of mostly college-aged students in the 1960s whose almost singular mission was to …
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ence II on November 6, 1993, Bob Moses commented, “I find it ironic that mathematicians should be so centrally placedinanationalissue. Itseemsthathistoryhasdone you a disservice. It has put …
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