Suchergebnisse

Teaching in the shadow -- Focus questions -- Introduction -- Variations in school outcomes for underserved students -- Other indicators of school quality -- The impact of school quality on communities -- Application to practice -- Chapter summary -- Teaching with purpose -- Focus questions -- Introduction -- Developing a philosophical stance -- Identifying a theoretical perspective -- Situating the curriculum within context -- Selecting and evaluating epistemic practices -- Understanding the teaching process -- Application to practice -- Chapter summary -- Teaching from the center -- Focus questions -- Introduction -- Contextualizing child and adolescent growth and development -- Framing curriculum for urban students -- Providing equitable access to classroom learning -- Utilizing the community as context and text for learning -- Application to practice -- Chapter summary -- Teaching for unity -- Focus questions -- Introduction -- Developing essential social skills for learning and living -- Developing feelings of belongingness and connectedness -- Providing guidance, support, and intergenerational connectedness -- Developing essential academic competence -- Application to practice -- Chapter summary -- Teaching to restore -- Focus questions -- Introduction -- Homelessness among families with children -- Children in foster care -- Incarcerated children -- Immigrant children -- Application to practice -- Chapter summary -- Collaborating with other professionals by Curtis Branch -- Focus questions -- Introduction -- Post-traumatic stress disorder -- Depression -- Gang affiliation -- Summary and conclusions.

Cover -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgments -- 1 The Centrality of Culture and Social Ideology in School Learning -- Focus Questions -- Introduction -- Social Ideology and Diversity -- Learning to Teach, Teaching, and Contemporary Social Ideology -- Teachers' Perspectives on Culture, Learning, and Ideology -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 2 The Deep Meaning of Culture -- Focus Questions -- Introduction -- Defining Culture -- Culture in the United States -- School Practices Reflect Cultural Norms -- Other Ways of Revealing the Deep Meaning of Culture -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 3 Personalizing Cultural Diversity -- Focus Questions -- Introduction -- The Importance of Personal Awareness -- Classifying and Labeling People -- Euro-American Racial Identity -- Depolarizing Racial Identity -- E Pluribus Unum (One Out of Many) -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 4 Learning About Diverse Populations of Students -- Focus Questions -- Introduction -- The Ethics of Data Collection -- Organizing for Data Collection -- Strategies for Data Collection -- Formulating Questions That Reveal the Big Picture -- Collecting Data on Students -- Data Analysis -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 5 Reframing the Curriculum -- Focus Questions -- Introduction -- The Existing School Curriculum -- A Curriculum for Culturally Diverse Populations -- A Framework for Organizing Curriculum for Equitable Access to Learning -- Curriculum Validation -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 6 Redesigning Instruction -- Focus Questions -- Introduction -- Explaining School Failure -- Meaningful Learning in Elementary Schools.

The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society.