This second edition of the bestseller presents critical information about teaching diverse learners and demonstrates how teachers can ensure every student's academic success. Updated throughout, the book reflects new data about the brain, the need for a variety of strategies, and the value of using visual and kinesthetic tools. The author provides a teacher's checklist for working with diversity and helps readers consider: - The impact of factors such as socioeconomic status, race, and ethnicity - Signs of personal bias involving language, stereotypes, exclusion, and selectivity - Teaching…mehr
This second edition of the bestseller presents critical information about teaching diverse learners and demonstrates how teachers can ensure every student's academic success. Updated throughout, the book reflects new data about the brain, the need for a variety of strategies, and the value of using visual and kinesthetic tools. The author provides a teacher's checklist for working with diversity and helps readers consider: - The impact of factors such as socioeconomic status, race, and ethnicity - Signs of personal bias involving language, stereotypes, exclusion, and selectivity - Teaching strategies that focus on the learner's attention, cognition, memory, and self-system - Setting high expectations for learners.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Donna Walker Tileston is a veteran teacher and administrator. She is currently the president of Strategic Teaching and Learning, a consulting firm that provides services to schools throughout the United States and worldwide. Donna's publications include Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies (2000), which has been on Corwin¿s bestseller list since its first year in print, in addition to the ten-volume award-winning series What Every Teacher Should Know, now in its second edition. Other recent titles are Teaching Strategies for Active Learning (2006), Teaching Strategies that Prepare Students for High Stakes Tests (2008), and Closing the Poverty and Culture Gap (2009). Donna received her BA from the University of North Texas, her MA from East Texas State University, and her EdD from Texas A & M University-Commerce. She may be reached at www.whateveryteachershouldknow.com
Inhaltsangabe
Acknowledgments About the Author Introduction Vocabulary Pretest 1. Influences A Few Definitions to Consider Back to the Future What Are the Issues Now? 2. How Are We Diverse? Why Is It Important to Examine Differences? Cultural Diversity Diversity of Modalities Diversity of Socioeconomic Status Diversity of Race/Ethnicity 3. Recognizing the Signs of Bias Linguistic Bias Stereotyping Exclusion Unreality Selectivity Isolation 4. The Road to Closing the Achievement Gap The Urban Achievement Gap: Fact Versus Fiction What Can Teachers Do? 5. Which Teaching and Learning Strategies Make the Most Difference in Closing the Gap? What Is a Best Practice? High Expectations: Why They Matter The Role of the Self-System in Learning We Have Their Attention--Now What? General Ideas for Cognition Some Additional Thoughts How Do We Deal With Language Acquisition Skills? 6. Working With Diversity: A Teacher?s Checklist Vocabulary Summary Vocabulary Posttest References Index
Acknowledgments About the Author Introduction Vocabulary Pretest 1. Influences A Few Definitions to Consider Back to the Future What Are the Issues Now? 2. How Are We Diverse? Why Is It Important to Examine Differences? Cultural Diversity Diversity of Modalities Diversity of Socioeconomic Status Diversity of Race/Ethnicity 3. Recognizing the Signs of Bias Linguistic Bias Stereotyping Exclusion Unreality Selectivity Isolation 4. The Road to Closing the Achievement Gap The Urban Achievement Gap: Fact Versus Fiction What Can Teachers Do? 5. Which Teaching and Learning Strategies Make the Most Difference in Closing the Gap? What Is a Best Practice? High Expectations: Why They Matter The Role of the Self-System in Learning We Have Their Attention--Now What? General Ideas for Cognition Some Additional Thoughts How Do We Deal With Language Acquisition Skills? 6. Working With Diversity: A Teacher?s Checklist Vocabulary Summary Vocabulary Posttest References Index
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