Help your English learning students achieve academic success! Designed to empower educators to become agents of change in their classrooms, schools, and communities, this guide introduces the principles of Cultural Proficiency and how they can help improve educators' ability to effectively teach English language learners. This book features: Activities that build core Cultural Proficiency skills and promote personal transformation A chapter-by-chapter rubric for working effectively with English learning students A conversation-starting case story featuring the River View School District…mehr
Help your English learning students achieve academic success! Designed to empower educators to become agents of change in their classrooms, schools, and communities, this guide introduces the principles of Cultural Proficiency and how they can help improve educators' ability to effectively teach English language learners. This book features: Activities that build core Cultural Proficiency skills and promote personal transformation A chapter-by-chapter rubric for working effectively with English learning students A conversation-starting case story featuring the River View School District Strategies for using action research to improve the success of English learning studentsHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Reyes L. Quezada was born in San Juan De Los Lagos, Jalisco, Mexico. His family of 8 immigrated to the United States and settled in Southern California in a farm near the Mexican border by Brawley. He was seven years old. His father was a farmworker and participated in the Bracero Program (Guest worker) in the early 1960's, his mother was a stay home mom who provided a caring and loving environment for his brothers and sisters. He has been a teacher, community college counselor and teacher educator for the past thirty-eight years, twenty of those years as a professor. He joined the University of San Diego, San Diego California in 1999. He has been a professor at the University of Redlands, and California State University Stanislaus. He holds Community College credentials in Counselor Education, Supervision, Psychology, and a California Multiple-Subjects Bilingual Emphasis Teaching credential-Spanish. His degrees include a Bachelor of Arts from San Jose State University and a Minor in Mexican American Studies, and holds four Advanced Degrees-a Masters degree in Education from the University of San Diego, and a Masters degree from San Diego State University, a post Masters degree-Educational Specialist degree from Point Loma Nazarene College and a doctorate from Northern Arizona University, Flagstaff, Arizona. Dr. Quezada has presented at international, national, and state conferences (France, Spain, South Africa, Mexico, Costa Rica, Middle East, Italy, England, Colombia, Canada, Hong Kong, Thailand, Cambodia, Philippines, Czech Republic, Greece, Ghana, and in Israel). His teaching, research and publications are on issues of cultural proficiency, equity, international education, diversity, family school and community engagement, bilingual education and migrant education. His publications include four books, twenty journal articles and eleven book chapters. He has edited five themed journals on internationalizing colleges and schools of education for the Catholic Education Journal, Teacher Education Quarterly, and in Teaching Education, as well as on Family, School and Community Engagement and Partnerships in the journals Teaching Education and Multicultural Education . He is on the board of directors for state, national and international organizations including the national Council of Educator Preparation Programs (CAEP), the American Association for Colleges for Teacher Education (AACTE), and the current Chair of the International Council for the Education of Teachers (ICET). He was the Co-chair of the California Commission on Teacher Credentialing-Committee on Accreditation (COA), and was Associate Editor for Teacher Education Quarterly, and sits on many editorial and review boards including the Annual Editions of Multicultural Education, Teacher Education Quarterly, Issues in Teacher Education, the School Community Journal, the Journal of Hispanics in Higher Education, Educational Research Journal, Teacher Education Quarterly, Horizon, the Journal of International Studies, and Issues in Teacher Education. He was on the San Bernardino County-Third District Supervisor Representative to the Equal Opportunity Commission, and former School Board President and current member for Real Journey Academies Charter School in San Bernardino, California.
Inhaltsangabe
Foreword by Donaldo Macedo Acknowledgments About the Authors Introduction Part I. The Context and Tools for Educating English Learning Students 1. Setting the Context Getting Centered Going Deeper 2. The Tools of Cultural Proficiency Getting Centered Going Deeper 3. Educators¿ Rubric for Support of English Learning Students and Their Communities: Changing the Conversation Getting Centered Going Deeper Part II. River View School District: A Context for Educating Linguistically and Culturally Diverse Students 4. Assessing Cultural Knowledge: You, Your School, and Your Community Getting Centered Assessing Cultural Knowledge Using the Rubric: Assessing and Developing Your Cultural Knowledge About Self, School, and Community River View Case Story Professional Learning for General Educators Who Teach English Learning Students Going Deeper 6. Managing the Dynamics of Difference: You, Your School, and Your Community Getting Centered Managing the Dynamics of Difference for Me, My School, and My Community Using the Rubric: Managing the Dynamics of Difference for Self, School, and Community River View Case Story: The Middle School in Conflict River View Case Story: The Clash of the Coteachers Professional Learning Through Inquiry Helps Manage the Dynamics of Differences Going Deeper 7. Adapting to Diversity: You, Your School, and Your Community Getting Centered Adapting to Diversity for Me, My School, and My Community 101 Mindfulness Using the Rubric: Adapting to the Diversity of Your School and Community River View Case Story: Confronting Barriers to a Community in Transition River View Case Story: Parents as Change Partners Professional Learning for General Educators Who Teach English Learning Students Going Deeper 8. Institutionalizing Cultural Knowledge: You, Your School, and Your Community Getting Centered Institutionalizing Cultural Knowledge for Me, My School, and My Community Using the Rubric: Institutionalizing Cultural Knowledge About Your School and Community River View Case Story: Benchmarking Along the Way Professional Learning for General Educators Who Teach English Learning Students Going Deeper Part III. Next Steps 9. Guiding Your Own Research That Leads to Action Getting Started Action Research: A Model for Improvement of Practice for You, Your School, and the Community Served by Your School Educators as Practitioner Researchers in Support of English Learning Students Action Research Through a Culturally Proficient Practitioner Researcher Lens Action Research Cycle Rubric for Culturally Proficient Practitioner Researchers Action Research Getting Started Protocol Closing Thoughts Questions for Reflection Resource A. Professional Learning Activity - Assessing Cultural Knowledge Resource B. Professional Learning Activity - Valuing Diversity Resource C. Professional Learning Activity - Managing the Dynamics of Difference Resource D. Professional Learning Activity - Adapting to Diversity Resource E. Professional Learning Activity - Institutionalizing Cultural Knowledge Resource F. Recommended Books on Instructional Strategies Matrix: How to Use Cultural Proficiency Books References Index
Foreword by Donaldo Macedo Acknowledgments About the Authors Introduction Part I. The Context and Tools for Educating English Learning Students 1. Setting the Context Getting Centered Going Deeper 2. The Tools of Cultural Proficiency Getting Centered Going Deeper 3. Educators¿ Rubric for Support of English Learning Students and Their Communities: Changing the Conversation Getting Centered Going Deeper Part II. River View School District: A Context for Educating Linguistically and Culturally Diverse Students 4. Assessing Cultural Knowledge: You, Your School, and Your Community Getting Centered Assessing Cultural Knowledge Using the Rubric: Assessing and Developing Your Cultural Knowledge About Self, School, and Community River View Case Story Professional Learning for General Educators Who Teach English Learning Students Going Deeper 6. Managing the Dynamics of Difference: You, Your School, and Your Community Getting Centered Managing the Dynamics of Difference for Me, My School, and My Community Using the Rubric: Managing the Dynamics of Difference for Self, School, and Community River View Case Story: The Middle School in Conflict River View Case Story: The Clash of the Coteachers Professional Learning Through Inquiry Helps Manage the Dynamics of Differences Going Deeper 7. Adapting to Diversity: You, Your School, and Your Community Getting Centered Adapting to Diversity for Me, My School, and My Community 101 Mindfulness Using the Rubric: Adapting to the Diversity of Your School and Community River View Case Story: Confronting Barriers to a Community in Transition River View Case Story: Parents as Change Partners Professional Learning for General Educators Who Teach English Learning Students Going Deeper 8. Institutionalizing Cultural Knowledge: You, Your School, and Your Community Getting Centered Institutionalizing Cultural Knowledge for Me, My School, and My Community Using the Rubric: Institutionalizing Cultural Knowledge About Your School and Community River View Case Story: Benchmarking Along the Way Professional Learning for General Educators Who Teach English Learning Students Going Deeper Part III. Next Steps 9. Guiding Your Own Research That Leads to Action Getting Started Action Research: A Model for Improvement of Practice for You, Your School, and the Community Served by Your School Educators as Practitioner Researchers in Support of English Learning Students Action Research Through a Culturally Proficient Practitioner Researcher Lens Action Research Cycle Rubric for Culturally Proficient Practitioner Researchers Action Research Getting Started Protocol Closing Thoughts Questions for Reflection Resource A. Professional Learning Activity - Assessing Cultural Knowledge Resource B. Professional Learning Activity - Valuing Diversity Resource C. Professional Learning Activity - Managing the Dynamics of Difference Resource D. Professional Learning Activity - Adapting to Diversity Resource E. Professional Learning Activity - Institutionalizing Cultural Knowledge Resource F. Recommended Books on Instructional Strategies Matrix: How to Use Cultural Proficiency Books References Index
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