1. Bækur & afþreying
  2. Bækur og kort
  3. Rafbækur
  4. Viðskipta- og hagfræði
  5. Menntun

Multicultural Education: Issues and Perspectives

Veldu vöru

Rafræn bók. Uppl. sendar á netfangið þitt eftir kaup
Rafbók til leigu í 90 daga. Útgáfa: 9
Get the product now

Efnisyfirlit

  • Title Page
  • Preface
    • Acknowledgments
  • Part 1 Issues and Concepts
    • Chapter 1: Multicultural Education: Characteristics and Goals by James A. Banks
      • 1.1 The Nature of Multicultural Education
      • 1.2 The Historical Development of Multicultural Education
      • 1.3 The Nature of Culture in the United States
      • 1.4 The Social Construction of Categories
      • 1.5 The Dimensions of Multicultural Education
      • 1.6 The School as a Social System
      • Summary
      • Questions and Activities
      • References
    • Chapter 2: Culture, Teaching, and Learning by Christina Convertino, Bradley A. Levinson, and Norma González
      • 2.1 Getting to Know Culture: An Overview of Culture's Meanings and Uses
      • 2.2 Some Early Origins of the Construct of Culture
      • 2.3 Culture as Transmission and Adaptation
      • 2.4 Creating Culture: Cultural Transmission and Education
      • 2.5 Culture Change: Cultural Psychology and Cultural Production
      • 2.6 Critiques of Culture
      • 2.7 Culture and Educational Achievement
      • 2.8 Cultural Deficit Models
      • 2.9 Cultural Difference Model and Mismatch Hypothesis
      • 2.10 Educational Achievement: Voluntary versus Involuntary Immigrant Students
      • 2.11 Putting Culture to Work: Culture and Learning in the 21st Century
      • 2.12 Rethinking Learning and Cultural Processes in Education
      • 2.13 Learning in Context: What Teachers Need to Know
      • 2.14 Concluding Remarks
      • Questions and Activities
      • References
  • Part 2 Social Class and Religion
    • Chapter 3: Social Class and Education by Lois Weis
      • 3.1 Education and the Production of Social and Economic Inequalities
      • 3.2 Ability Grouping and Tracking
      • 3.3 Official Knowledge and Its Distribution
      • 3.4 Access and Outcomes in the Postsecondary Sector
      • 3.5 Research on Class Privilege
      • 3.6 Globalizing Our Imagination
      • Questions and Activities
      • References
    • Chapter 4: Christian Nation or Pluralistic Culture: Religion in American Life by Charles H. Lippy
      • 4.1 Europeans Plant Christianity in North America
      • 4.2 Early Signs of Diversity
      • 4.3 Common Themes
      • 4.4 The Spread of Evangelical Protestantism
      • 4.5 Religious Freedom and the Separation of Church and State
      • 4.6 Diversity, Religious Freedom, and the Courts
      • 4.7 Pluralism Becomes the Norm
      • 4.8 New Faces of Pluralism
      • 4.9 Summary and Educational Implications
      • 4.10 Resources
      • Questions and Activities
      • References
  • Part 3: Gender
    • Chapter 5: Gender Bias: From Colonial America to Today's Classroom by David Sadker and Karen Zittleman
      • 5.1 The Hidden Civil Rights Struggle
      • 5.2 Report Card: The Cost of Sexism in Schools
      • 5.3 Gender Bias in Today's Classroom: The Curriculum
      • 5.4 Gender Bias in Today's Classrooms: Student–Teacher Interaction
      • 5.5 Trends and Challenges
      • 5.6 Strategies for Creating Gender-Fair Classrooms
      • Questions and Activities
      • References
    • Chapter 6: Classrooms for Diversity: Rethinking Curriculum and Pedagogy by Mary Kay Thompson Tetreault
      • 6.1 Feminist Phase Theory
      • 6.2 Male-Defined Curriculum
      • 6.3 Contribution Curriculum
      • 6.4 Bifocal Curriculum
      • 6.5 Women's Curriculum
      • 6.6 Gender-Balanced Curriculum
      • 6.7 Changes in Traditional Ways of Teaching
      • Sample Lessons
      • Summary
      • Questions and Activities
      • References
    • Chapter 7: Understanding and Supporting Gender Equity in Schools by Diane S. Pollard
      • 7.1 Evolution of Thinking about Gender Equity
      • 7.2 Intersections of Gender and Other Statuses
      • 7.3 Teacher Perceptions and Expectations
      • 7.4 Classroom Experiences of Females and Males from Diverse Populations
      • 7.5 Supporting Gender Equity among Diverse Populations
      • 7.6 Conclusions
      • Questions and Activities
      • References
    • Chapter 8: Queer Lessons: Sexual and Gender Minorities in Multicultural Education by Cris Mayo
      • 8.1 Sexuality and Gender Identity
      • 8.2 LGBTQ Issues and the School Curriculum
      • 8.3 Overlapping Histories of Multiculturalism and LGBTQ Movements
      • 8.4 Histories of Gay-Inclusive Multiculturalism and Other Curricular Inclusiveness
      • 8.5 Challenges to Homophobia and Heterosexism
      • 8.6 Challenging Assumptions about LGBTQ People
      • 8.7 Why Homophobia?
      • 8.8 Dilemmas of Queer Inclusion
      • 8.9 Seven Things to Do to Improve Education for Students of All Sexual Orientations and Genders
      • Questions and Activities
      • References
  • Part 4 Race, Ethnicity, and Language
    • Chapter 9: Approaches to Multicultural Curriculum Reform by James A. Banks
      • 9.1 The Mainstream-Centric Curriculum
      • 9.2 Public Sites and Popular History
      • 9.3 Efforts to Establish a Multicultural Curriculum
      • 9.4 Levels of Integration of Multicultural Content
      • 9.5 Guidelines for Teaching Multicultural Content
      • Summary
      • Questions and Activities
      • References
    • Chapter 10: Backstage Racism: Implications for Teaching by Leslie H. Picca and Ruth Thompson-Miller
      • 10.1 Context
      • 10.2 Methodology
      • 10.3 Journals by White Students
      • 10.4 Journals by Students of Color
      • 10.5 Comparing the Journals Written by Whites and Students of Color
      • 10.6 Conclusion and Next Actionable Steps
      • Journal Exercise
      • How Do I Do This?
      • Questions and Activities
      • References
    • Chapter 11: Language Diversity and Schooling by Manka M. Varghese
      • 11.1 The Immigrant Population in the United States
      • 11.2 Dramatic Increase in Linguistic Diversity in Schools
      • 11.3 Additional Sources of Linguistic Diversity: Dialect Variation and Indigenous Languages
      • 11.4 Historical and Legal Overview of Language Policy in the United States
      • 11.5 Implementation of Federal Policy
      • 11.6 Language Policy in Recent History
      • 11.7 Programmatic Responses to Linguistic Diversity
      • 11.8 Instructional Programs
      • 11.9 The Bilingual Debate and the Research Context
      • 11.10 Program Types That Contribute to Successful Educational Practice
      • 11.11 The Lived Reality of Today's Linguistically Diverse Students
      • 11.12 Views on Language Learning and Teaching
      • 11.13 Language Learning and Teaching
      • 11.14 Conclusion
      • Questions and Activities
      • Resources
      • Professional Associations
      • Websites
      • References
  • Part 5 Exceptionality
    • Chapter 12: Educational Equality for Students with Disabilities by Sara C. Bicard and William L. Heward
      • 12.1 Identification of Students with Disabilities
      • 12.2 Is Disability a Social Construct?
      • 12.3 How Many Students with Disabilities Are There?
      • 12.4 How Are Students with Disabilities Classified?
      • 12.5 How Is Eligibility for Special Education Determined?
      • 12.6 How Does Classification Affect Instruction?
      • 12.7 History of Educational Equality for Students with Disabilities
      • 12.8 The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality for Students with Disabilities
      • 12.9 Educational Equality for Students with Disabilities: Progress Made but Challenges Remain
      • Summary
      • Questions and Activities
      • References
    • Chapter 13: Culturally Responsive Special Education in Inclusive Schools by Luanna H. Meyer, Hyun-Sook Park, Jill M. Bevan-Brown, and Catherine Savage
      • 13.1 Special Education as Exclusion
      • 13.2 Special Education and Segregation
      • 13.3 Strategies to Prevent Misdiagnosis and Disproportionality
      • 13.4 The Monoculture of Mainstream Education
      • 13.5 Parent Participation and Working with Families
      • 13.6 Causes of Limited Parental Involvement
      • 13.7 A Mismatch: Special Education and Families
      • 13.8 Strategies to Increase Parental Participation
      • 13.9 Culturally Competent Teachers and Inclusive Pedagogies
      • 13.10 Preintervention Culturally Responsive Teaching
      • 13.11 Culturally Responsive Interventions
      • 13.12 Culturally Situated Schooling and Inclusive Pedagogies
      • 13.13 Quality Inclusive Schools
      • 13.14 Delivery of Special Education in the Context of General Education
      • 13.15 Inclusive Schools and Teacher Education
      • 13.16 Managing Inclusive Classrooms
      • 13.17 Diversity and Caring Communities: Outcomes for the Social Good
      • Questions and Activities
      • References
  • Part 6 School Reform and Classroom Assessment
    • Chapter 14: School Reform and Student Learning: A Multicultural Perspective by Sonia Nieto and Patty Bode
      • 14.1 School Reform with a Multicultural Perspective
      • 14.2 Conditions for Systemic School Reform with a Multicultural Perspective
      • 14.3 School Reform Should Be Antiracist and Antibiased
      • 14.4 School Reform Should Reflect an Understanding and Acceptance of All Students as Having Talents and Strengths That Can Enhance Their Education
      • 14.5 School Reform Should Be Considered within the Parameters of Critical Pedagogy
      • 14.6 A Study of Identity, Struggle, and Resilience at SCotA
      • 14.7 The People Most Intimately Connected with Teaching and Learning (Teachers, Families, and Students) Need to Be Meaningfully Involved in School Reform
      • 14.8 School Reform Needs to Be Based on High Expectations and Rigorous Standards for All Learners
      • 14.9 Conclusion
      • Questions and Activities
      • References
    • Chapter 15: Communities, Families, and Educators Working Together for School Improvement by Cherry A. McGee Banks
      • 15.1 Reasons That Parent and Family Involvement in Schools Is Important
      • 15.2 Historical Overview
      • 15.3 The Changing Face of the Family
      • 15.4 Parents with Special Needs
      • 15.5 Single Parents
      • 15.6 Low-Income Parents
      • 15.7 Teacher Concerns with Parent and Family Involvement
      • 15.8 Steps to Increase Parent and Family Involvement
      • 15.9 Establish Two-Way Communication between the School and the Home
      • 15.10 Enlist Support from Other Staff Members and Students
      • 15.11 Enlist Support from the Community
      • 15.12 Develop Learning Resources for Parents to Use at Home
      • 15.13 Broaden the Conception of Parent and Community Involvement
      • Summary
      • Questions and Activities
      • Internet Resources For Information on Parent Involvement
      • References
    • Chapter 16: Classroom Assessment and Diversity by Catherine S. Taylor and Susan B. Nolen
      • 16.1 Bias and Sensitivity Issues in Assessment
      • 16.2 Lessons Learned from a Bias and Sensitivity Review Panel
      • 16.3 Investigating Potential Bias through Statistical Analyses
      • 16.4 The Effects of Engagement on Assessment Performance
      • 16.5 The Social Context of Assessment
      • 16.6 Teacher Assessment Practices
      • Summary
      • Questions and Activities
      • References
  • Appendix: Multicultural Resources
  • Glossary
  • Contributors
  • Index
  • End User License Agreement

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu
Eiginleikar
Vörumerki: John Wiley
Vörunúmer: 9781119227557
Taka af óskalista
Setja á óskalista

Umsagnir

Engar umsagnir
Lesa fleiri umsagnir

Multicultural Education: Issues and Perspectives

Vörumerki: John Wiley
Vörunúmer: 9781119227557
Rafræn bók. Uppl. sendar á netfangið þitt eftir kaup

Veldu vöru

4.490 kr.
Get the product now
4.490 kr.