"Re-Membering" History in Student and Teacher Learning explains and illustrates a praxis that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences by producing and then studying the use of democratized student texts.
"Re-Membering" History in Student and Teacher Learning explains and illustrates a praxis that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences by producing and then studying the use of democratized student texts.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Joyce E. King holds the Benjamin E. Mays Endowed Chair for Urban Teaching, Learning and Leadership at Georgia State University, USA. Ellen E. Swartz is an Education Consultant in curriculum development and the construction of culturally informed instructional materials for K-12 teachers and students.
Inhaltsangabe
Contents Foreword - Molefi Kete Asante Preface Acknowledgments Section I: An Afrocentric Culturally Informed Praxis of Historical Recovery Chapter 1: Introduction Chapter 2: Silenced History Chapter 3: "Re-Membering" the Way to Content Chapter 4: Standards "Re-Membered" Section II: Studying the Use of "Re-Membered" Texts Chapter 5: Austin Steward: "Home-Style" Teaching, Planning, and Assessment - Linda Campbell Chapter 6: Using "Re-membered" Student Text as a Pedagogical Frame for Urban Pre-Service Mathematics Teachers - Shonda Lemons-Smith Chapter 7: Culturally Informed Lesson Planning - Ericka López Chapter 8: Recovering History and the "Parent Piece" for Cultural Well-Being and Belonging - Joyce E. King, Adrienne C. Goss, & Sherell A. McArthur Chapter 9: Coda: What "Re-membered" Texts "Re-member" Appendix A: Four Identity-Group Narratives Appendix B: Lesson Summaries: Themes, Concepts, and Principles Contributors
Contents Foreword - Molefi Kete Asante Preface Acknowledgments Section I: An Afrocentric Culturally Informed Praxis of Historical Recovery Chapter 1: Introduction Chapter 2: Silenced History Chapter 3: "Re-Membering" the Way to Content Chapter 4: Standards "Re-Membered" Section II: Studying the Use of "Re-Membered" Texts Chapter 5: Austin Steward: "Home-Style" Teaching, Planning, and Assessment - Linda Campbell Chapter 6: Using "Re-membered" Student Text as a Pedagogical Frame for Urban Pre-Service Mathematics Teachers - Shonda Lemons-Smith Chapter 7: Culturally Informed Lesson Planning - Ericka López Chapter 8: Recovering History and the "Parent Piece" for Cultural Well-Being and Belonging - Joyce E. King, Adrienne C. Goss, & Sherell A. McArthur Chapter 9: Coda: What "Re-membered" Texts "Re-member" Appendix A: Four Identity-Group Narratives Appendix B: Lesson Summaries: Themes, Concepts, and Principles Contributors
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