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Books > Social sciences > Education > Teaching of specific groups > Teaching of ethnic minorities
This book examines how working-class high school students' identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents' allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students' self-interrogation. br br Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents' lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshedwith specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods.
Responding to a need for greater cultural competence in the
preparation and development of teachers in diverse public school
settings, this book investigates the critical developmental and
social processes mediating students' academic identities in those
settings posing the greatest challenges to their school achievement
and personal development. It provides an accessible,
practice-oriented culturally responsive framework for teachers in
American schools.
Responding to a need for greater cultural competence in the
preparation and development of teachers in diverse public school
settings, this book investigates the critical developmental and
social processes mediating students' academic identities in those
settings posing the greatest challenges to their school achievement
and personal development. It provides an accessible,
practice-oriented culturally responsive framework for teachers in
American schools.
Ensure that Every Child Achieves Academic and Social Success An equity-based multi-tiered system of support (MTSS) helps school teams engage all students across the full range of learning needs. MTSS ensures that the vision of equity for every student is achieved, with high expectations and quality instruction, while not straining a school's budget or personnel. Amy McCart and Dawn Miller seek to transform education so that it benefits educators, students, their families, and ultimately the communities in which they live. The authors do this by providing tools and methods to implement equity-based MTSS to improve academic, behavior and social outcomes for all students. This strategy-filled book teaches you how to * Engage all students in learning through an equity-based approach * Analyze and utilize your resources * Apply strengths- and evidence-based principles for implementation * Incorporate effective tools to systematize MTSS Authentic examples across multiple grade levels and subjects contextualize the proven method presented in this book. The authors draw on their experience as SWIFT Education Center professional developers to guide you into creating an MTSS tailored to be effective for your student body.
"Global Migration and Education "makes a notable contribution to
understanding the issues faced by immigrant children, their
parents, and educators as they interact in school settings, and to
identifying the common challenges to, and successes in, educational
institutions worldwide as they cope with these issues. It will help
educators and others involved in these complex processes to see
beyond the notion of "problems" created and experienced by recently
arrived young children. Rather, this volume provides many concrete
suggestions deriving from the success stories and voices of
teachers, parents, and students. It also offers evidence that
diversity can be a condition for learning that, when understood,
embraced, and supported, leads to rich learning opportunities for
all involved that would not exist without diversity. All of the
authors offer recommendations about educational policy and
practices to address and ultimately improve the education of all
children, including immigrant children.
This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants-their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students' lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students' views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students' views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students' simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.
Real Talk means real results! To reach students who may see school as an obstacle rather than an opportunity, connection and trust must come first. Paul Hernandez, a former at-risk student, is now a nationally recognized, award-winning educator and trainer. His Real Talk is a practical methodology that helps education professionals build rapport with students at-promise while creating learning experiences that are relevant-and life-changing. This updated and expanded second edition of a bestseller provides an intensive, robust experience enabling teachers to create and implement connections with their teaching. You will: Develop an understanding of the education research and theories that underlie the Real Talk approach Learn the how-to's for implementing Real Talk with any group of learners Benefit from diverse and unique case studies, applications, and lessons learned Teaching with transparency, authenticity, creativity, and grit will lead to higher achievement, student engagement, and graduation rates and fewer discipline problems. Designed to be used by any teacher and with any curriculum, from elementary through post-secondary, Real Talk will change your teaching and develop persistent, optimistic students who feel a sense of belonging.
Brad Buhrow and Anne Garcia are primary teachers in a diverse school in Boulder, Colorado. In "Ladybugs, Tornadoes and Swirling Galaxies," you will see how they blend comprehension instruction and ELL best practices to explore inquiry as a literacy pathway for English language learners. As teachers and students engage in learning science and social studies content they also discover multiple ways to make meaning. The book is full of photographs of student artwork--including a color insert--that reveals the children's inquiry process, and demonstrates the important role of art as a sign system in ELL literacy and language acquisition. Brad and Anne provide explicit detail on the process they use as they move step-by-step with students from personal narrative through the independent inquiry process. They also discuss use of the Gradual Release Model, authentic assessment, and bilingual identities. Appendices in Spanish and English help to round out this informative and charming resource.
In this book Adam Banks uses the concept of the Digital Divide as a metonym for America's larger racial divide, in an attempt to figure out what meaningful access for African Americans to technologies and the larger American society can or should mean. He argues that African American rhetorical traditions--the traditions of struggle for justice and equitable participation in American society--exhibit complex and nuanced ways of understanding the difficulties inherent in the attempt to navigate through the seemingly impossible contradictions of gaining meaningful access to technological systems with the good they seem to make possible, and at the same time resisting the exploitative impulses that such systems always seem to present. Banks examines moments in these rhetorical traditions of appeals, warnings, demands, and debates to make explicit the connections between technological issues and African Americans' equal and just participation in American society. He shows that the big questions we must ask of our technologies are exactly the same questions leaders and lay people from Martin Luther King to Malcolm X to slave quilters to Critical Race Theorists to pseudonymous chatters across cyberspace have been asking all along. According to Banks the central ethical questions for the field of rhetoric and composition are technology access and the ability to address questions of race and racism. He uses this book to imagine what writing instruction, technology theory, literacy instruction, and rhetorical education can look like for all of us in a new century. Just as Race, Rhetoric, and Technology: Searching for Higher Ground is a call for a new orientation among those who study and profess African American rhetoric, it is also a call for those in the fields that make up mainstream English Studies to change their perspectives as well. This volume is intended for researchers, professionals, and students in Rhetoric and Composition, Technical Communication, the History of Science and Society, and African American Studies.
This books offers more explicit approaches to implementing co-teaching at the classroom level. It provides in-depth explanations of the various models of co-teaching, including the advantages and challenges of each configuration and clear accounts of each teacher's role and responsibilities.
Second language (L2) fluency is an exciting and fast-moving field of research, with clear practical applications in language teaching. This book provides a lively overview of the current advances in the field of L2 fluency, and connects the theory to practice, presenting a hands-on approach to using fluency research across a range of different language-related professions. The authors introduce an innovative multidisciplinary perspective, which brings together research into cognitive and social factors, to understand fluency as a dynamic variable in language performance, connecting learner-internal factors such as speech processing and automaticity, to external factors such as task demands, language testing, and pragmatic interactional demands in communication. Bringing a much-needed multidisciplinary and novel approach to understanding the complex nature of L2 speech fluency, this book provides researchers, students and language professionals with both the theoretical insights and practical tools required to understand and research how fluency in a second language develops.
This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent. The timely entries foreground the complex intersection of race with the dynamic variables of popular culture, identity formation and state/public policy formulation in the new millennium. Throughout, the emphasis is on multidisciplinary approaches and analyses that seek to integrate contemporary issues concerning race and education in the U.S. within a broader global context of center-periphery relations.
In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, Lynne Wiltse meticulously explores the question: What is the discourse frame in which students and teachers work? Situated in a grade nine multilingual classroom, her work provides a rich description of the research process in the classroom. At the same time, she draws the reader sequentially through the analysis, revealing inferences in increasing levels of abstraction within a framework of "communities of practice." She highlights issues related to second language acquisition, students' immigration experiences, teaching, and learning, and points the way toward multi-vocal dialogues and practices that can forge a path across cultural and linguistic divides.
This unique publication brings together scholarship from both sides of the Atlantic, focusing on the central questions that shape the field of multicultural education. It offers the reader a great opportunity to achieve a real grasp of the subject, facilitating understanding and articulation of key debates, and making important topics, concepts and theories accessible to a broad audience. The Reader is divided into four sections, covering the ideas that are at the core of contemporary multicultural education; theories, identities, practices and methods. The first section covers some basic conceptual territory and discusses key ideas including 'race', 'multiculturalism' and 'anti-racism'. The second section draws together writing that focuses explicitly on the question of identities, examining the meaning of 'race'. In the third part, the articles look at life inside multi-racial classrooms and consider how racialised and racist processes operate on a day-to-day level. Finally, the fourth section addresses different aspects of educational research. The editors have assembled a collection of articles of immense scope and pertinence, making this an excellent must-buy resource book for undergraduates, postgraduates. education practitioners, academics and anyone concerned with race equality and multicultural education.
This unique publication brings together scholarship from both sides
of the Atlantic, focusing on the central questions that shape the
field of multicultural education. It offers the reader a great
opportunity to achieve a real grasp of the subject, facilitating
understanding and articulation of key debates, and making important
topics, concepts and theories accessible to a broad audience.
This book gives educators important answers to the urgent question
of how teachers and schools can facilitate language minority and
immigrant students' progress in school. It offers an innovative and
powerful method teachers and students can use to study the
situational context of education, providing both the theoretical
background and the practical tools to implement this approach.
This book offers practical guidance for teachers working with
bilingual pupils in mainstream primary and secondary education and
aims to help teachers make the curriculum as accessible as possible
to these children. It offers examples of the good practice that has
evolved around teaching bilingual children in the classroom.
Bridging Cultures: Teacher Education Module is a professional development resource for teacher educators and staff developers to help preservice and in-service teachers become knowledgeable about cultural differences and understand ways of bridging the expectations of school settings with those of the home. In a nonthreatening, cognitively meaningful way, the Module is based on teacher-constructed and tested strategies to improve home-school communication and parent involvement. These innovations were developed as part of the Bridging Cultures Project, which explores the cultural value differences between the individualistic orientation of mainstream U.S. schools and the collectivistic orientation of many immigrant families. The goal of the Bridging Cultures Project is to support and help teachers in their work with students and families from immigrant cultures. The centerpiece of the Module is training resources, including an outline, an agenda, and a well-tested three-hour script designed as a lecture-discussion with structured opportunities for guided dialogue and small-group discussion. Throughout the script, "Facilitators Notes" annotate presentation suggestions and oversized margins encourage integration of the facilitator's personal experiences in presenting and adapting the Module. Ideas for using the Readings for Bridging Cultures are provided. A section of overhead transparencies and handout masters is included. The Module also provides a discussion of the role of culture in education and the constructs of individualism and collectivism, an overview of the effects of the Bridging Cultures Project, and evaluation results of the author's use of the Module in two sections of a preservice teacher education course. Bridging Cultures: Teacher Education Module brings the successful processes and practices of the Bridging Cultures Project to a larger audience in college courses and in professional development arenas. Designed for use in one or two class sessions, the Module can be incorporated in courses on educational psychology, child development, counseling psychology, and any others that deal with culture in education.
John Ogbu has studied minority education from a comparative
perspective for over 30 years. The study reported in this
book--jointly sponsored by the community and the school district in
Shaker Heights, Ohio--focuses on the academic performance of Black
American students. Not only do these students perform less well
than White students at every social class level, but also less well
than immigrant minority students, including Black immigrant
students. Furthermore, both middle-class Black students in suburban
school districts, as well as poor Black students in inner-city
schools are not doing well. Ogbu's analysis draws on data from
observations, formal and informal interviews, and statistical and
other data. He offers strong empirical evidence to support the
cross-class existence of the problem.
"Teaching and Learning in a Multilingual School: Choices, Risks,
and Dilemmas" is for teachers and teacher educators working in
communities that educate children who do not speak English as a
first language. At the center of the book are findings from a
four-year critical ethnographic case study of a Canadian high
school with a large number of emigrant students from Hong Kong and
rich descriptions of the multitude of ways teachers and students
thought about, responded to, and negotiated the issues and dilemmas
that arose. The solutions and insights they derived from their
experiences of working across linguistic, cultural, and racial
differences will be extremely valuable to educators in other
locales that have become home to large numbers of immigrant
families. The book is designed to help readers think about how the
issues and dilemmas in the case study manifest themselves in their
own communities and how to apply the insights they gain to their
own teaching and learning contexts:
"A Place To Be Navajo" is the only book-length ethnographic account
of a revolutionary Indigenous self-determination movement that
began in 1966 with the Rough Rock Demonstration School. Called
"Dine Bi'olta', " The People's School, in recognition of its status
as the first American Indian community-controlled school, Rough
Rock was the first to teach in the Native language and to produce a
body of quality children's literature by and about Navajo people.
These innovations have positioned the school as a leader in
American Indian and bilingual/bicultural education and have enabled
school participants to wield considerable influence on national
policy. This book is a critical life history of this singular
school and community.
A discussion of the schooling of ethnic minority children and youth. The issues covered include: identity and school adjustment - revisiting the acting white assumption; a triarchic model of minority children's school achievement; analyzing cultural models and settings; and more.
"Remaining and Becoming: Cultural Crosscurrents in an Hispano
School" deals with the politics of identity and the concept of
boundaries during a time of rapid change. It investigates how the
role of schooling for Hispanos in the Norteno School District (a
pseudonym) in Northern New Mexico--a public school district, not
fully consolidated until 1972--has changed significantly over the
past three generations. Today, the Hispanos, a minority in the
outside world but a majority in their own, are debating how the
functions of the school should respond to the changes resulting
from the coming of public education to their region. But the
contemporary story of education in Norteno has much deeper roots in
the political, religious, and cultural history of Northern New
Mexico--a region where, over a period of several centuries, Spain,
Mexico, and the United States each have claimed sovereignty, with
differing goals for and attitudes about the welfare of the people.
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