This timely book exposes the complexities and realities facing urbanness and urban schools that are inadequately funded and denigrated, along with students who continue to be misidentified, misassessed, miscategorized, misplaced, and misinstructed by illprepared and unprepared educators and service providers. The text very successfully demonstrates the comprehensive nature and connectedness of problems and prospects in urban education. This book will be an added resource to researchers, scholars, educators, and service providers. It should be an excellent required text for graduate and undergraduate courses in all branches of education. Addition-ally, the book will be of interest to education administrators at all levels, public school teachers, policy makers, and change agents. The thirteen chapters discuss and explore the following primary topics: 1) Urban education and the quest for democracy, equity, and excellence; 2) Educating urban learners with and without special needs; 3) Personnel preparation and urban schools; 4) Teaching and learning in urban schools; 5) Educational leadership in urban schools; 6) Insights into educational psychology and what urban practitioners must know; 7) Managing violence in urban schools; 8) Financing urban schools; 9) Reducing the power of whiteness in urban schools; 10) Promises and challenges of building and the future per-spectives of urban education.
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