"These Kids are Out of Control" Book Signing & Release Party with the Authors - REGISTRATION IS NOW CLOSEDNovember 29, 2018 - 6:00pm to 7:30pm
Co-sponsored by the University of Pittsburgh School of Education's Center for Urban Education and the Education Department of Chatham University.
To celebrate the release of “These Kids are Out of Control”: Why We Must Reimagine “Classroom Management” for Equity, join us for light refreshments, and a book discussion and signing with the authors. A limited quantity of the book will be available for registrants.
If you’re looking for a book on how to “control” your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . .
A critically important resource for teachers and administrators alike, “These Kids Are Out of Control” details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on:
- What it means to be culturally responsive in today’s classroom environments, even in schools at large
- How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning
- The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected
- Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline
Classroom “management” takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. “These Kids Are Out of Control” is your opportunity to get started right away!
Meet the Authors
H. Richard Milner IV (also known as Rich) is the Cornelius Vanderbilt Professor of Education at Vanderbilt University in Nashville, Tennessee. Dr. Milner is a Fellow of the American Educational Research Association and the recipient of the National Association of Multicultural Education’s Carl A. Grant Multicultural Research Award. Recently, he was honored with the John Dewey Award for relating research to practice and the Innovations in Diversity, Teaching, and Teacher Education Award from Division K of the American Educational Research Association. His research, teaching and policy interests include urban teacher education, African American literature, and the social context of education. In particular, Dr. Milner’s research examines policies and practices that support teacher success in urban schools. His research has been recognized by the American Association of Colleges for Teacher Education’s 2012 Outstanding Book Award and the American Education Studies Association’s Critic’s Choice Book Award for the widely-read book, Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms (Harvard Education Press, 2010). He is author of Rac(e)ing to class: Confronting poverty and race in schools and classrooms (Harvard Education Press, 2015) and co-editor of the Handbook of Urban Education (Routledge Press, 2014).
Heather B. Cunningham is Assistant Professor of Education at Chatham University in Pittsburgh, Pennsylvania. There, she teaches undergraduate and graduate level courses in teacher education. She shares her passion for helping new teachers understand how their cultural beliefs and values shape both teaching practices and student experiences. She also helps emerging teachers orient their practice around ideas of education for sustainability, which emphasizes teaching and learning collective problem-solving skills to address critical environmental, economic, and social issues. A classroom teacher for thirteen years, she is licensed in the areas of Social Studies and English as a Second Language (ESL) / Bilingual Education. Heather’s research and writing focuses on preparing teachers to support marginalized student populations. This includes studying the roles that race, poverty, and language play in the K-12 classroom, and investigating what constitutes “effective teaching” when engaging with marginalized students. In addition to her Ph.D. in Instruction and Learning from the University of Pittsburgh, she holds a Master of Arts degree in International Training and Education from American University and has worked on education projects in the countries of Costa Rica, the Dominican Republic, and Malawi.
Dr. Lori Delale-O’Connor is an assistant professor of urban education at the University of Pittsburgh. She received a Ph.D. in Sociology from Northwestern University where she was a certificate fellow in the Multidisciplinary Program in Education Sciences—a pre-doctoral training program funded by the Institute of Education Sciences. Dr. Delale-O'Connor also holds an M.Ed. in secondary education from Boston College where she was a Donovan Urban Scholar and taught secondary social studies in the Boston Public Schools. Dr. Delale-O'Connor's work has received support from the National Science Foundation, the Spencer Foundation, and the Institute of Education Sciences (IES). Her scholarly research has appeared in publications including Teachers College Record, Equity and Excellence in Education, Education and Urban Society, and Theory into Practice. Dr. Delale-O’Connor teaches courses to undergraduate and graduate students planning to become teachers in urban schools, as well as to students who want to work in and with urban schools in other ways, including out-of-school time and policy. In addition, she has taught courses on the social contexts of education, as well as the history of and current practice in education reform. Her current teaching, research, and policy interests focus on the social contexts of education with a focus on caregiver and community engagement. Dr. Delale-O’Connor previously worked as an evaluator to both in and out-of-school time programs.
Dr. Erika Gold Kestenberg is a Diversity, Inclusion, Equity and Justice Consultant for the University of Pittsburgh Center for Urban Education (CUE) as well as independently. Dr. Kestenberg’s degrees include a PhD in Education with a multidisciplinary focus on Social Justice, a Master’s and Teaching Certificate in Secondary Education Social Studies and a dual Bachelor’s in Political Science and History with a minor in Psychology. She also has a Certificate in Diversity and Inclusion as well as extensive training in Transformative Intergroup Dialogues and Conflict Mediation, which inform her work. Dr. Kestenberg is an educator, trainer, administrator, advocate, creator, collaborator and coacharound a variety of diversity, inclusion, equity, and justice based issues through multiple methods and approaches. Shewas previously the Associate Director of Educator Development and Practice and a Visiting Assistant Professor of Urban Education in CUE for seven years where she taught courses including Identity, Power and Privilege, Culturally Relevant and Responsive Teaching, Relationship Building with Students, Families and Communities, Social Foundations of Education, Urban Scholars Seminars, and Becoming a Change Agent. Dr. Kestenberg has worked in traditional and non-traditional urban educational and non-profit spaces in the United States and Israel. In those spaces, she taught social studies, English Language Arts, English as a Second Language, Service Learning and Cross-Cultural Communication. Dr. Kestenberg received a Program Innovation Award and has been recognized twice by the city of Pittsburgh’s City-Council for her service learning work with youth across the city.
Location and Address
4303 Wesley W. Posvar Hall
230 S. Bouquet Street