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Using the lens of Culturally Responsive Teaching (CRT) a pedagogy
that recognizes the importance of including students' cultural
references in all aspects of learning (Ladson-Billings, 1994), this
book presents empirical studies and personal stories, examples
across immigrant and refugee experiences including African, Asian
and Latin immigrants. The chapters focus on the educational
wellbeing of immigrant children and their families, and on bringing
the home, school and community together as a united force to meet
their needs.
This book presents the experiences of immigrant children and their
families in the US. We use the lens of Culturally Responsive
Teaching (CRT), a pedagogy that recognizes the importance of
including students' cultural references in all aspects of learning
(Ladson-Billings, 1994). Teachers become culturally relevant when
they intentionally acknowledge and incorporate the experiences of
all their students. They ensure that all students feel welcomed in
their classrooms, regardless of their cultural, racial or ethnic
backgrounds. The ongoing negative debates surrounding immigrant
populations, center on minority immigrants. We believe that all
immigrant students can succeed in the US education system if given
the most appropriate experiences to support their learning. We
advocate for employing a culturally responsive stance to achieve
this. To that end, this book shares diverse experiences from
different minoritized immigrant groups, in the hope that these
stories illuminate the importance of acknowledging and celebrating
all students and their experiences in the school, home and
community.
This book presents the experiences of immigrant children and their
families in the US. We use the lens of Culturally Responsive
Teaching (CRT), a pedagogy that recognizes the importance of
including students' cultural references in all aspects of learning
(Ladson-Billings, 1994). Teachers become culturally relevant when
they intentionally acknowledge and incorporate the experiences of
all their students. They ensure that all students feel welcomed in
their classrooms, regardless of their cultural, racial or ethnic
backgrounds. The ongoing negative debates surrounding immigrant
populations, center on minority immigrants. We believe that all
immigrant students can succeed in the US education system if given
the most appropriate experiences to support their learning. We
advocate for employing a culturally responsive stance to achieve
this. To that end, this book shares diverse experiences from
different minoritized immigrant groups, in the hope that these
stories illuminate the importance of acknowledging and celebrating
all students and their experiences in the school, home and
community.
Using the lens of Culturally Responsive Teaching (CRT) a pedagogy
that recognizes the importance of including students' cultural
references in all aspects of learning (Ladson-Billings, 1994), this
book presents empirical studies and personal stories, examples
across immigrant and refugee experiences including African, Asian
and Latin immigrants. The chapters focus on the educational
wellbeing of immigrant children and their families, and on bringing
the home, school and community together as a united force to meet
their needs.
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