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What is Race to the Top

Critical Essays on the New Moral Imperative for Supporting Marginalized Students in PK-20 Education
A competitive grant offered from 2009-2015 by the United States Department of Education to public school districts as an incentive to improve the quality of teachers and student learning outcomes by awarding funding to districts that could demonstrate marked improvements on standardized test scores.
Published in Chapter:
Standing Against the Wind: Empowering Minority Voices Through Culturally Enriched Teacher Candidate Training
Rebecca J. Blankenship (Florida A&M University, USA)
DOI: 10.4018/978-1-5225-7787-4.ch004
In the wake of an increasingly divisive sociopolitical climate in the United States, there is a sense of immediate urgency among institutions of higher education to speak with a united voice in terms of maintaining the post-civil rights era principles of providing equitable access to educational opportunities for all students. Students, regardless of their race, ethnicity, gender, gender identity, religion, or socioeconomic status should be afforded equal access to sound educational opportunities. Thusly, the next generation of teachers must be not only instructionally competent in their grade or subject area but also be capable of adapting that instruction to meet the sociocultural and socioemotional needs of the students they serve. From this charge, a larger conversation emerges calling for a change in the existing narrative related to teaching marginalized populations away from political banter towards the release of silent voices that have the agentic potential to engage as voices of authentic change.
Full Text Chapter Download: US $37.50 Add to Cart
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The Impact of K-20 Policies on Teachers: From Effectiveness to Attrition
An initiative started by the White House Administration of entice states and districts to use creative ways to create reform around teaching and learning in schools.
Full Text Chapter Download: US $37.50 Add to Cart
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