Teaching Diverse Populations: Formulating a Knowledge BaseEtta R. Hollins, Joyce E. King, Warren C. Hayman State University of New York Press, 1994. jan. 25. - 304 oldal This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research. |
Tartalomjegyzék
Cultural Congruence in Instruction | 5 |
The Purpose of Schooling for African American | 25 |
Developing a Holistic View of Schooling | 57 |
Attributes of Effective Schools for Language | 93 |
Teaching and Learning in Puerto RicanLatino | 105 |
Taking a Closer Look at Schooling | 159 |
Understanding the African American Learner | 175 |
Más kiadások - Összes megtekintése
Teaching Diverse Populations: Formulating a Knowledge Base Etta R. Hollins,Joyce E. King,Warren C. Hayman Nincs elérhető előnézet - 1994 |
Gyakori szavak és kifejezések
academic achievement activities African American children African American cultural African American learners African American students Afrocultural American Indian Appalachian approach behavior bilingual Black children Black students Boykin Center chapter chil classroom cognitive collaborative concepts congruent context cultural congruence culturally diverse Culturally relevant teaching curriculum dents dialect educa effective Black teachers effective schools environment European American experiences grade Harvard Educational Review Hispanic Hollins identified Indian students individual instruction interaction issues knowledge base Ladson-Billings language minority students Latino lessons linguistic literacy literature Magnet School mainstream Marva Collins mathematics Mexican American Native American Ogbu parents participation peer perspective practices Press programs Project SEED Puerto Rico racial attitudes reading relationship rience role schooling process self-concept self-esteem skills social society standard English strategies structure success suggests teacher education teacher preparation tion tional tural ucation University University of Kentucky urban York