Change your practices to close achievement gaps! Develop action plans for promoting culturally relevant curriculum and environments, social-political consciousness, and student involvement.

Carl A. Grant is Hoefs-Bascom Professor of teacher education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. His work for more than thirty years has been with teachers and administrators who commit to improve students' achievement, enrich their knowledge and skill set in multicultural social justice, culturally responsive curriculum development, and teaching. He has written several books and many articles for teachers that address student achievement, curriculum development, teaching strategies, and parent-teacher engagement.

Preface
Acknowledgments
About the Author
Getting the Most out of the Book
Part 1. The Harder Work of Teaching
1. The Achievement Gap
What is the Achievement Gap and Why Must It Be Eliminated?
The Multiplicity and Intersectionality of Gaps
Effects of the Academic Achievement Gap
Action Plan 1: Revisiting the Struggle for Closing the Achievement Gap with Fresh Eyes
2. Diversity and Power
Diversity
Affirming Diversity
All Teachers Need to Learn about Diversity
Power in the Context of Change
Where is Power in Your School?
Action Plan 2: Affirming Diversity in Your Classroom & Power Structures in Society
3. Caring With Socio-Political Consciousness
Becoming Socially Critical
Fostering a Caring Community Among Students
Action Plan 3: Caring with Socio-Political Consciousness
4. Acknowledging the Change/Transition: Step One
Mobility and Change: A New and Different Time
Multiple Teacher Roles & Change
Changing the Markers of Achievement
Action Plan 4: Goals for Change
5. Reacting to Change/Transition: Step Two
Strong Feeling and Mixed Emotions
Searching to Connect With Student Knowledge and Experiences
Nervous Reactions to Racism and Other "Ism"s
Reactions are Influenced by Context and Settings
New Teachers Need Help
Action Plan 5: Reacting to the Change - Confronting Our Biases and Conditioning
6. Investigating the Change/Transition: Self Investigation - Step Three
Teacher Multicultural Attitude Survey (TMAS)
Knowledge of Self: Self-Understanding and Self-Acceptance
Multicultural Personality for Affirming Diversity
Teacher Personal Dispositions Toward Diversity
Knowledge About the School Community
Attitudes and Dispositions of Teachers Who Work to Close the Achievement Gaps
Reflection 6.4
Action Plan 6: Self-Investigation
7. Investigating the Change/Transition: Program Investigation
The Achievement Reform Movement
Action Plan 7: Program Investigation
8. Implementing Change: Step Four
Knowledge Base for Closing the Achievement Gaps
Knowledge of Curricular Content: A Strong Subject Matter Base
Knowledge About Teaching: Pedagogical Content Knowledge
Pedagogical Skills for Closing the Achievement Gaps
Teacher Pedagogical Skills Survey
Reflective Skills
Action Plan 8: Teacher Knowledge About Content and Pedagogy
Part 3. Change/Solutions in Practice
9. Cultural Competence
Culturally Relevant Curriculum
Reflection 9.3
Action Plan 9: Cultural Competence and Culturally Relevant Teaching
10. Change/Solution in Practice: Four Examples
Conclusion
References
Index