This text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. It enables teachers to apply knowledge about culture to implementing effective classroom instruction for diverse learners.
This text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. It enables teachers to apply knowledge about culture to implementing effective classroom instruction for diverse learners.
Etta R. Hollins holds the Ewing Marion Kauffman Endowed Chair in Urban Teacher Education, University of Missouri, Kansas City, USA.
Inhaltsangabe
Contents Preface Acknowledgments 1. The Centrality of Culture and Social Ideology in School Learning 2. The Deep Meaning of Culture 3. Personalizing Cultural Diversity 4. Learning About Diverse Populations of Students 5. Reframing the Curriculum 6. Redesigning Instruction 7. A Framework for Understanding Cultural Diversity in the Classroom 8. Putting it all Together 9. Transforming Professional Practice References Author Index Subject Index
Contents Preface Acknowledgments 1. The Centrality of Culture and Social Ideology in School Learning 2. The Deep Meaning of Culture 3. Personalizing Cultural Diversity 4. Learning About Diverse Populations of Students 5. Reframing the Curriculum 6. Redesigning Instruction 7. A Framework for Understanding Cultural Diversity in the Classroom 8. Putting it all Together 9. Transforming Professional Practice References Author Index Subject Index
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