Widening the Circle

Author: Beverly J. Klug
Publisher: Routledge
ISBN: 1136063382
Format: PDF, Docs
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Recognizing the need for a pedagogy that better serves American Indian students, Beverly J. Klug and Patricia T. Whitfield construct a pedagogical model that blends native and non-native worldviews and methods. Among the building blocks of this new, culturally relevant education are language-based approaches to literacy development, the use of oral histories to supplement traditional texts, and a re-evaluation of the knowledge base these students need for success in tribal enterprises.

International Teacher Education

Author: Lily Orland-Barak
Publisher: Emerald Group Publishing
ISBN: 178441669X
Format: PDF, ePub
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The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries.

Culturally Responsive Standards Based Teaching

Author: Steffen Saifer
Publisher: Corwin Press
ISBN: 1452236461
Format: PDF, Mobi
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Close the achievement gap by closing the culture gap Teaching children from diverse backgrounds begins with learning who they are, then using the knowledge and culture students bring to school in a standards-based curriculum to achieve student success. This guide provides tools that show why and how to create culturally responsive, standards-based (CRSB) instruction in the classroom. Results of effective programs include: Increased academic success for all learners Engaged and motivated students Strengthened partnerships between students, families, and communities

Widening the Circle

Author: Mara Sapon-Shevin
Publisher: Beacon Press
ISBN: 0807032816
Format: PDF, Docs
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Widening the Circle is a passionate, even radical argument for creating school and classroom environments where all kids, including children labeled as “disabled” and “special needs,” are welcome on equal terms. In opposition to traditional models of special education, where teachers decide when a child is deemed “ready to compete” in “mainstream” classes, Mara Sapon-Shevin articulates a vision of full inclusion as a practical and moral goal. Inclusion, she argues, begins not with the assumption that students have to earn their way into the classroom with their behavior or skills, it begins with the right of every child to be in the mainstream of education, perhaps with modifications, adaptations, and support. Full inclusion requires teachers to think about all aspects of their classrooms—pedagogy, curriculum, and classroom climate. Crucially, Sapon-Shevin takes on arguments against full inclusion in a section of straight-talking answers to common questions. She agrees with critics that the rhetoric of inclusion has been used to justify eliminating services and “dumping” students with significant educational needs unceremoniously back into the mainstream with little or no support. If full inclusion is properly implemented, however, she argues, it not only clearly benefits those traditionally excluded but enhances the educations and lives of those considered mainstream in myriad ways. Through powerful storytelling and argument, Sapon-Shevin lays out the moral and educational case for not separating kids on the basis of difference.

American Indian higher educational experiences

Author: Terry Huffman
Publisher: Peter Lang Pub Inc
Format: PDF, ePub
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American Indian Higher Educational Experiences examines the multiple ways sixty-nine American Indian college students construct and use their ethnic identity while enrolled in a predominantly non-Indian university. Although their cultural back-grounds and orientations differ widely, for all of these sixty-nine students, there exists a profound connection between how they view their personal ethnicity and how they interpret their experiences in academia.

International research on the impact of accountability systems

Author: Louise F. Deretchin
ISBN: 9781578865468
Format: PDF, Kindle
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International Research on the Impact of Accountability Systems: Teacher Education Yearbook XV presents multiple perspectives from well-known teachers and researchers involved in the creation and maintenance of accountability systems, both nationally and globally. These essays will help readers make well-informed and productive decisions when designing and assessing these kinds of systems. Accountability systems can direct or redirect entire educational systems supporting and strengthening or limiting and weakening. They are frequently enacted with inadequate knowledge of how effective (or ineffective) the system will be, or of the unintended consequences emanating from them. This yearbook will be a useful resource for educators, policymakers, and community members.

Mis Understanding families

Author: Monica Miller Marsh
Publisher: Teachers College Pr
ISBN: 9780807750377
Format: PDF, ePub
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This practical resource will help educators to identify, address, and meet the needs of the diverse families in todays classrooms. It is the first book to critically examine how families are represented in the media, schools, and other institutions and apply that information to building effective home-school partnerships. The authors examine how different relationships between families and teachers are defined by discourses that circulate through formal and informal curricula. They explore how families and educators can collectively reconceptualize these conversations to create positive educational experiences for children. Discussion questions are included in each chapter so that readers can examine their working relationships with the families of their students.