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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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 1.Social Justice Leadership for Hispanic Youth: Addressing the White House Initiative on Educational Excellence for Hispanic Americans 2.Teacher's Pet Projects Versus Real Social Justice Teaching 3.Teaching for Transformation: Responsive Program Planning and Professional Development Aimed at Justice and Equity in Urban Settings 4.Restorative Justice: A Model for Meeting the Needs of LGBTIQ Youth 5.Collaborative Teaching and Research for Cultural Congruence in New Zealand 6.Diversity as Strength: How Higher Performing Schools Embrace Diversity and Thrive 7.From Classroom to Community: Motivating Preservice Teachers in the Art of Teaching about Social Justice Section II: Family and Community Involvement 8.Full-Service Community Schools: A District's Commitment to Educating the Whole Child 9.Culturally and Linguistically Diverse Students: Tapping Into the Strengths of Families 10.We Make the Road by Walking: The Family Leadership Initiative in Las Vegas, Nevada 11.Preparing Chinese Immigrant Parents of Children with Disabilities to be Schools' Equal Partners 12.What if Every Day was American Indian Day? 13.Languages and Cultures Crossing Paths in Frontier Communities 14.Innovations in Mentoring: The Many Faces of Chosen to Achieve 15.Community-based Pedagogies: Projects and Possibilities in Colombia and the US Section III: Culturally Responsive Practices in Classrooms, Schools, and Districts 16.Just Don't Quit On Us: The Paradox of Motivating and Engaging African American Males at a Single Gender Middle School 17.Scaling and Sustaining Cultural Proficiency: The Case of Wichita Public Schools 18.Expanding the Voices of Literacy: Bringing Students' Language and Culture to the Fore 19.Considerations About Bringing a Deaf Student into a Community of Learners in a Mainstream Classroom 20.Integrating Culture-Based Arts Education Across Subject Area Boundaries 21.Encouraging Student Legislators in the Process of Participatory Democracy and Social Advocacy 22.Teaching our Tongues: Student-run Language Classes as a Celebration of Linguistic and Cultural Diversity in Schools 23.Seeing English Language Learners' Perspectives on School: Using Photography to Improve Diverse Students' Writing Self-efficacy and Achievement Section IV: Preservice and Inservice Teacher Education for Diversity 24.Teacher Education that Works: Collaboration Between TESOL and Content-Based Education Faculty to Better Prepare Future Teachers 25.Empowering Diverse Teachers for Diverse Learners: A Program in International Studies in Education and its Implications for Diverse School Settings in Iceland 26.Sophisticated Sisters in Vegas: What Happens with Service-Learning Stays in Multicultural Teacher Education 27.A Praxis-Based Experience in Preparing Critical Bilingual Teachers in the Borderlands 28.The Challenges and Rewards of Reciprocal Intercultural Mentoring 29.From Co-Teaching Partnership to Mentoring: Innovative Ways to Build Teacher Capacity 30.CLASSIC(c) Professional Development for Teachers of Culturally and Linguistically Diverse Students Contributors
Foreword Preface Acknowledgments Section I: Social Justice and Advocacy 1.Social Justice Leadership for Hispanic Youth: Addressing the White House Initiative on Educational Excellence for Hispanic Americans 2.Teacher's Pet Projects Versus Real Social Justice Teaching 3.Teaching for Transformation: Responsive Program Planning and Professional Development Aimed at Justice and Equity in Urban Settings 4.Restorative Justice: A Model for Meeting the Needs of LGBTIQ Youth 5.Collaborative Teaching and Research for Cultural Congruence in New Zealand 6.Diversity as Strength: How Higher Performing Schools Embrace Diversity and Thrive 7.From Classroom to Community: Motivating Preservice Teachers in the Art of Teaching about Social Justice Section II: Family and Community Involvement 8.Full-Service Community Schools: A District's Commitment to Educating the Whole Child 9.Culturally and Linguistically Diverse Students: Tapping Into the Strengths of Families 10.We Make the Road by Walking: The Family Leadership Initiative in Las Vegas, Nevada 11.Preparing Chinese Immigrant Parents of Children with Disabilities to be Schools' Equal Partners 12.What if Every Day was American Indian Day? 13.Languages and Cultures Crossing Paths in Frontier Communities 14.Innovations in Mentoring: The Many Faces of Chosen to Achieve 15.Community-based Pedagogies: Projects and Possibilities in Colombia and the US Section III: Culturally Responsive Practices in Classrooms, Schools, and Districts 16.Just Don't Quit On Us: The Paradox of Motivating and Engaging African American Males at a Single Gender Middle School 17.Scaling and Sustaining Cultural Proficiency: The Case of Wichita Public Schools 18.Expanding the Voices of Literacy: Bringing Students' Language and Culture to the Fore 19.Considerations About Bringing a Deaf Student into a Community of Learners in a Mainstream Classroom 20.Integrating Culture-Based Arts Education Across Subject Area Boundaries 21.Encouraging Student Legislators in the Process of Participatory Democracy and Social Advocacy 22.Teaching our Tongues: Student-run Language Classes as a Celebration of Linguistic and Cultural Diversity in Schools 23.Seeing English Language Learners' Perspectives on School: Using Photography to Improve Diverse Students' Writing Self-efficacy and Achievement Section IV: Preservice and Inservice Teacher Education for Diversity 24.Teacher Education that Works: Collaboration Between TESOL and Content-Based Education Faculty to Better Prepare Future Teachers 25.Empowering Diverse Teachers for Diverse Learners: A Program in International Studies in Education and its Implications for Diverse School Settings in Iceland 26.Sophisticated Sisters in Vegas: What Happens with Service-Learning Stays in Multicultural Teacher Education 27.A Praxis-Based Experience in Preparing Critical Bilingual Teachers in the Borderlands 28.The Challenges and Rewards of Reciprocal Intercultural Mentoring 29.From Co-Teaching Partnership to Mentoring: Innovative Ways to Build Teacher Capacity 30.CLASSIC(c) Professional Development for Teachers of Culturally and Linguistically Diverse Students Contributors
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