Teaching Diverse Populations

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Teaching Diverse Populations
Formulating a Knowledge Base

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Etta R. Hollins - Editor
Joyce E. King - Editor
Warren C. Hayman - Editor

SUNY series, The Social Context of Education

N/A
Hardcover - 304 pages

Release Date: February 1994

ISBN10: 0-7914-1721-2
ISBN13: 978-0-7914-1721-8

Price: $33.95
Paperback - 304 pages

Release Date: January 1994

ISBN10: 0-7914-1722-0
ISBN13: 978-0-7914-1722-5

Available as a Google eBook for other eReaders and tablet devices. Click icon below...

Summary

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.

"I read the entire book, page by page, to determine whether or not old information was being rehashed. I found that this is not the case. I also read to ascertain how my students would respond to it as a text. The volume passed both tests."--Clara A. New, University of Wisconsin--Parkside

Dr. Etta R. Hollins is Professor in the Department of Teacher Education, California State University--Hayward. Dr. Joyce E. King is Director of Teacher Education in the Department of Counseling Psychology and Education, Santa Clara University. Dr. Warren C. Hayman is Program Coordinator at the School of Continuing Studies at the Johns Hopkins University.

Table of Contents

Foreword
Irving P. McPhail

Acknowledgments

Part I. Shaping a Vision for the Schooling of Diverse Populations

1. Cultural Congruence in Instruction
Kathryn H. Au and Alice J. Kawakami

2. The Purpose of Schooling for African American Children: Including Cultural Knowledge
Joyce E. King

Part II. Developing a Holistic View of Schooling for Diverse Populations

3. Teaching for Change in Appalachia
Rebecca Eller-Powell

4. Culturally Responsible Pedagogy in Action: American Indian Magnet School
Cornel D. Pewewardy

5. Attributes of Effective Schools for Language Minority Students
Eugene E. Garcia

6. Teaching and Learning in Puerto Rican/Latino Collaboratives: Implications for Teacher Education
Maria E. Torres-Guzman, Carmen I. Mercado, Ana Helvia Quintero, and Diana Rivera Viera

7. Who Will Teach Our Children: Preparing Teachers to Successfully Teach African American Studies
Gloria Ladson-Billings

Part III. Taking a Closer Look at Schooling for One Sociocultural Group: African Americans

8. Benchmarks in Meeting the Challenges of Effective Schooling for African American Youngsters
Etta R. Hollins, Helen Smiler, and Kathleen Spencer

9. Understanding the African American Learner
Barbara J. Shade

10. New and Prevailing Misconceptions of African American English for Logic and Mathematics
John Baugh

11. Ethnic Identity as a Variable in the Learning Equation
Curtis W. Branch

12. Effective Black Teachers: A Literature Review
Michele Foster

13. Afrocultural Expression and Its Implications for Schooling
A. Wade Boykin

Contributors

Index

Related Subjects

Social Context of Education
Teaching and Learning

25350/24822(PR/DG/)

Related Titles


Developing Multicultural Teacher Education Curricula	Recreating Relationships	Moral Education for a Secular Society	Social Studies in Schools	Curriculum Politics, Policy, Practice
Teacher and Comrade	Being Black, Being Male on Campus	Postmodernism, Feminism, and Cultural Politics	The School within Us	Middle Grade Teachers' Mathematical Knowledge and Its Relationship to Instruction