Negotiating Critical Literacies with Teachers, Vasquez, Vivian Maria
Автор: Vasquez, Vivian Maria Название: Negotiating Critical Literacies with Teachers ISBN: 0415641616 ISBN-13(EAN): 9780415641616 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Comber, Barbara Название: Negotiating Critical Literacies in Classrooms ISBN: 0805837949 ISBN-13(EAN): 9780805837940 Издательство: Taylor&Francis Рейтинг: Цена: 7195.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Comber, Barbara Название: Negotiating Critical Literacies in Classrooms ISBN: 0805837930 ISBN-13(EAN): 9780805837933 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Parton, Chea Название: Country teachers in city schools ISBN: 1666909017 ISBN-13(EAN): 9781666909012 Издательство: Bloomsbury Рейтинг: Цена: 11435.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Arlette Ingram Willis, Gwendolyn Thompson McMillon, Patriann Smith Название: Affirming Black Students` Lives and Literacies: Bearing Witness ISBN: 0807766992 ISBN-13(EAN): 9780807766996 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 18572.00 р. Наличие на складе: Нет в наличии.
Описание: Drawing on the authors` experiences as Black parents, researchers, teachers, and teacher educators, this book presents a multipronged approach to affirming Black lives and literacies. The authors believe change is needed - not within Black children - but in the way they are perceived and educated.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.
Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.
Автор: Willis Arlette Ingram, McMillon Gwendolyn Thompson, Smith Patriann Название: Affirming Black Students` Lives and Literacies: Bearing Witness ISBN: 0807766984 ISBN-13(EAN): 9780807766989 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 6237.00 р. Наличие на складе: Нет в наличии.
Описание: Drawing on the authors` experiences as Black parents, researchers, teachers, and teacher educators, this book presents a multipronged approach to affirming Black lives and literacies. The authors believe change is needed - not within Black children - but in the way they are perceived and educated.
Описание: Through compelling stories of restorative literacies, Wolter explores the complex relationships among cognition, metacognition, identity, behaviour in schools, and literacies. Based on the principles of restorative justice, restorative literacies are designed to help educators repair harm, restore relationships, and expand the concept of literacy.
Описание: Collects the work of historians, researchers, and teachers to define what it means to be a racially literate educator and citizen. To address the complexities of teaching and learning about race in the history classroom, chapter authors answer a series of questions related to curriculum, instruction, student learning, and teacher education.
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