When viewed through an economic lens, poverty can be defined as an absence of resources. Since 1995, Framework's basic premise is that the middle-class understandings of those who work with children and adults in poverty are often ill-suited for connecting with and helping people build up resources and rise out of poverty. Now, 18 years and 1.5 million copies later, Framework: A Cognitive Approach has been revised, updated and expanded.
The 5th edition features an enhanced chapter on instruction and achievement; greater emphasis on the thinking, community, and learning patterns involved in breaking out of poverty; plentiful citations, new case studies, and data: more details findings about interventions, resources, and causes of poverty, and a review of the outlook for people in poverty—and those who work with them.
|Publisher:||aha Process Inc|
|Sold by:||Barnes & Noble|
|File size:||21 MB|
|Note:||This product may take a few minutes to download.|
About the Author
Dr. Payne’s expertise stems from more than 30 years of experience in public schools. Dr. Payne has traveled extensively and has presented her work throughout North America and in Europe, Australia, China, India, and Trinidad and Tobago.
Dr. Payne has written or co-authored more than a dozen books. With Philip E. DeVol and Terie Dreussi-Smith she co-authored Bridges Out of Poverty (1999), which offers strategies for building sustainable communities. Her career-long goal of raising student achievement and overcoming economic class barriers has become the cornerstone of her school-improvement efforts. Sequels to her original Framework book (more than 1.5 million in sales) include Research-Based Strategies (2009) and School Improvement: 9 Systemic Processes to Raise Achievement (2010), the latter co-authored with Dr. Donna Magee. Dr. Payne also recently published From Understanding Poverty to Developing Human Capacity: Ruby Payne’s Articles on Transforming Individuals, Families, Schools, Churches, and Communities (2012).
In 2011 two of her publications were recognized with awards. Removing the Mask: How to Identify and Develop Giftedness in Students from Poverty received a Gold Medal from Independent Publishers for Education, and Boys in Poverty: Understanding DropOut (Solution Tree Press) received the Distinguished Achievement Award from Association of Educational Publishers for Professional Development. Both were co-authored with the late Dr. Paul Slocumb.
She received a bachelor’s degree from Goshen College, Goshen, Indiana; a master’s degree in English literature from Western Michigan University, Kalamazoo, Michigan; and her doctorate in educational leadership and policy from Loyola University, Chicago, Illinois.