Sie sind bereits eingeloggt. Klicken Sie auf 2. tolino select Abo, um fortzufahren.
Bitte loggen Sie sich zunächst in Ihr Kundenkonto ein oder registrieren Sie sich bei bücher.de, um das eBook-Abo tolino select nutzen zu können.
As editors of Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010) and Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (2011), we have explored innovative practices, many of which represent issues of diversity from multiple perspectives and schools of thought. As we have considered relevant factors, problems, and circumstances that influence effective education, we most readily recognize that within the twenty-first century, issues of diversity have…mehr
As editors of Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010) and Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (2011), we have explored innovative practices, many of which represent issues of diversity from multiple perspectives and schools of thought. As we have considered relevant factors, problems, and circumstances that influence effective education, we most readily recognize that within the twenty-first century, issues of diversity have become even more profound. This book, the third in the Breaking the Mold series, was conceptualized with the hope that by sharing compelling stories of successful innovation, advocacy, and social justice, more children and their families will be affected in positive ways. The narratives presented in this volume are rooted in classrooms, districts, communities, teacher preparation programs from around the United States and many corners of the world. The unique initiatives portrayed here represent collaborative efforts by students, teachers, administrators, professors, parents, boards of education, and global citizens who believe in change and transformation for the betterment of education.
Die Herstellerinformationen sind derzeit nicht verfügbar.
Autorenporträt
Dr. Andrea Honigsfeld is professor and associate dean in the Division of Education at Molloy College, Rockville Centre, NY. She received several awards including a Fulbright Lecturing Award, Outstanding Dissertation Award, and ESL Educator of the Year Award. Dr. Audrey Cohan is professor in the Division of Education at Molloy College, Rockville Centre, NY. She has published on child sexual abuse and effective professional development practices.
Inhaltsangabe
Foreword Preface Acknowledgments Section I: Social Justice and Advocacy Social Justice Leadership for Hispanic Youth: Addressing the White House Initiative on Educational Excellence for Hispanic AmericansTeacher's Pet Projects Versus Real Social Justice TeachingTeaching for Transformation: Responsive Program Planning and Professional Development Aimed at Justice and Equity in Urban SettingsRestorative Justice: A Model for Meeting the Needs of LGBTIQ YouthCollaborative Teaching and Research for Cultural Congruence in New ZealandDiversity as Strength: How Higher Performing Schools Embrace Diversity and ThriveFrom Classroom to Community: Motivating Preservice Teachers in the Art of Teaching about Social JusticeSection II: Family and Community Involvement Full-Service Community Schools: A District's Commitment to Educating the Whole ChildCulturally and Linguistically Diverse Students: Tapping Into the Strengths of FamiliesWe Make the Road by Walking: The Family Leadership Initiative in Las Vegas, NevadaPreparing Chinese Immigrant Parents of Children with Disabilities to be Schools' Equal PartnersWhat if Every Day was American Indian Day?Languages and Cultures Crossing Paths in Frontier CommunitiesInnovations in Mentoring: The Many Faces of Chosen to AchieveCommunity-based Pedagogies: Projects and Possibilities in Colombia and the USSection III: Culturally Responsive Practices in Classrooms, Schools, and Districts Just Don't Quit On Us: The Paradox of Motivating and Engaging African American Males at a Single Gender Middle SchoolScaling and Sustaining Cultural Proficiency: The Case of Wichita Public SchoolsExpanding the Voices of Literacy: Bringing Students' Language and Culture to the ForeConsiderations About Bringing a Deaf Student into a Community of Learners in a Mainstream Classroom Integrating Culture-Based Arts Education Across Subject Area BoundariesEncouraging Student Legislators in the Process of Participatory Democracy and Social AdvocacyTeaching our Tongues: Student-run Language Classes as a Celebration of Linguistic and Cultural Diversity in SchoolsSeeing English Language Learners' Perspectives on School: Using Photography to Improve Diverse Students' Writing Self-efficacy and AchievementSection IV: Preservice and Inservice Teacher Education for Diversity Teacher Education that Works: Collaboration Between TESOL and Content-Based Education Faculty to Better Prepare Future Teachers Empowering Diverse Teachers for Diverse Learners: A Program in International Studies in Education and its Implications for Diverse School Settings in IcelandSophisticated Sisters in Vegas: What Happens with Service-Learning Stays in Multicultural Teacher EducationA Praxis-Based Experience in Preparing Critical Bilingual Teachers in the BorderlandsThe Challenges and Rewards of Reciprocal Intercultural MentoringFrom Co-Teaching Partnership to Mentoring: Innovative Ways to Build Teacher CapacityCLASSIC(c) Professional Development for Teachers of Culturally and Linguistically Diverse StudentsContributors
Foreword Preface Acknowledgments Section I: Social Justice and Advocacy Social Justice Leadership for Hispanic Youth: Addressing the White House Initiative on Educational Excellence for Hispanic AmericansTeacher's Pet Projects Versus Real Social Justice TeachingTeaching for Transformation: Responsive Program Planning and Professional Development Aimed at Justice and Equity in Urban SettingsRestorative Justice: A Model for Meeting the Needs of LGBTIQ YouthCollaborative Teaching and Research for Cultural Congruence in New ZealandDiversity as Strength: How Higher Performing Schools Embrace Diversity and ThriveFrom Classroom to Community: Motivating Preservice Teachers in the Art of Teaching about Social JusticeSection II: Family and Community Involvement Full-Service Community Schools: A District's Commitment to Educating the Whole ChildCulturally and Linguistically Diverse Students: Tapping Into the Strengths of FamiliesWe Make the Road by Walking: The Family Leadership Initiative in Las Vegas, NevadaPreparing Chinese Immigrant Parents of Children with Disabilities to be Schools' Equal PartnersWhat if Every Day was American Indian Day?Languages and Cultures Crossing Paths in Frontier CommunitiesInnovations in Mentoring: The Many Faces of Chosen to AchieveCommunity-based Pedagogies: Projects and Possibilities in Colombia and the USSection III: Culturally Responsive Practices in Classrooms, Schools, and Districts Just Don't Quit On Us: The Paradox of Motivating and Engaging African American Males at a Single Gender Middle SchoolScaling and Sustaining Cultural Proficiency: The Case of Wichita Public SchoolsExpanding the Voices of Literacy: Bringing Students' Language and Culture to the ForeConsiderations About Bringing a Deaf Student into a Community of Learners in a Mainstream Classroom Integrating Culture-Based Arts Education Across Subject Area BoundariesEncouraging Student Legislators in the Process of Participatory Democracy and Social AdvocacyTeaching our Tongues: Student-run Language Classes as a Celebration of Linguistic and Cultural Diversity in SchoolsSeeing English Language Learners' Perspectives on School: Using Photography to Improve Diverse Students' Writing Self-efficacy and AchievementSection IV: Preservice and Inservice Teacher Education for Diversity Teacher Education that Works: Collaboration Between TESOL and Content-Based Education Faculty to Better Prepare Future Teachers Empowering Diverse Teachers for Diverse Learners: A Program in International Studies in Education and its Implications for Diverse School Settings in IcelandSophisticated Sisters in Vegas: What Happens with Service-Learning Stays in Multicultural Teacher EducationA Praxis-Based Experience in Preparing Critical Bilingual Teachers in the BorderlandsThe Challenges and Rewards of Reciprocal Intercultural MentoringFrom Co-Teaching Partnership to Mentoring: Innovative Ways to Build Teacher CapacityCLASSIC(c) Professional Development for Teachers of Culturally and Linguistically Diverse StudentsContributors
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
