In this study, data from four high schools describe the characteristics of linguistically and culturally responsive classroom and school communities developed by administrators, educators, counselors, and students. The participating schools showcase supportive environments that strongly foster the growth of newcomers with interrupted education.
In this study, data from four high schools describe the characteristics of linguistically and culturally responsive classroom and school communities developed by administrators, educators, counselors, and students. The participating schools showcase supportive environments that strongly foster the growth of newcomers with interrupted education.
Lisa Auslander is project director and principal investigator at CUNY Graduate Center
Inhaltsangabe
Foreword Acknowledgements Chapter 1: Introduction and Overview Chapter 2: The Role of Life outside the ClassroomChapter 3: Counselors Helping Students Navigate Challenges of School and Home LifeChapter 4: Classroom Strategies from Curriculum Implementation Chapter 5: Developing a Positive Classroom Culture for SIFE Chapter 6: Creating Schoolwide Collaborative Practices for SIFE Chapter 7: Conclusion and Implications for Future Research and PracticeAppendicesBibliography About the Author
Foreword Acknowledgements Chapter 1: Introduction and Overview Chapter 2: The Role of Life outside the ClassroomChapter 3: Counselors Helping Students Navigate Challenges of School and Home LifeChapter 4: Classroom Strategies from Curriculum Implementation Chapter 5: Developing a Positive Classroom Culture for SIFE Chapter 6: Creating Schoolwide Collaborative Practices for SIFE Chapter 7: Conclusion and Implications for Future Research and PracticeAppendicesBibliography About the Author
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