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Pathways To Success in School - Culturally Responsive Teaching (Paperback)
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Pathways To Success in School - Culturally Responsive Teaching (Paperback)
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This text is designed to help preservice and in-service teachers
identify pathways to productive teaching and learning for students
from culturally and experientially diverse backgrounds.
To better serve an increasingly diverse population, teachers need
to be competent in selecting and developing culturally responsive
curricula and instructional approaches that better facilitate
learning for all students. They must be able to attend to diversity
within and across cultural groups, and validate students' cultural
knowledge acquired outside the classroom. To provide equitable
access to learning, they must be able to strategically select or
develop instructional approaches that build upon their students'
learning propensities, cognitive schemata, experiential
backgrounds, and perceptions.
The chapter authors in this text present ways of understanding
ones' own thinking (metacognition), and ways of thinking about
teaching and learning situations and constructing productive
strategies. The reader is engaged in:
*Learning about the context in which he or she will practice,
*Understanding key aspects of student's cultural and experiential
background and learning preferences,
*Exploring ways to bring these factors together in framing and
selecting meaningful curriculum content and learning experiences.
The volume is organized into three interrelated sections: Part I
presents two approaches to becoming a competent practitioner; Part
II offers approaches to developing and using culturally relevant
pedagogy; Part III addresses curriculum content and design. Helpful
pedagogical features are included to facilitate its use as a
textbook: Each of the three main parts begins with an overview that
provides an introduction and summary of the main ideas addressed
and the relationship among ideas presented by different authors;
each chapter opens with focus questions and concludes with
suggested learning experiences; chapter-end references may be used
to expand the reader's knowledge in specific areas.
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