標(biāo)題: Titlebook: Culture, Curriculum, and Identity in Education; H. Richard Milner Book 2010 Palgrave Macmillan, a division of Nature America Inc. 2010 edu [打印本頁(yè)] 作者: Magnanimous 時(shí)間: 2025-3-21 16:09
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書(shū)目名稱Culture, Curriculum, and Identity in Education影響因子(影響力)學(xué)科排名
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書(shū)目名稱Culture, Curriculum, and Identity in Education讀者反饋
書(shū)目名稱Culture, Curriculum, and Identity in Education讀者反饋學(xué)科排名
作者: subacute 時(shí)間: 2025-3-21 23:37 作者: micronutrients 時(shí)間: 2025-3-22 02:53
Reconstruction and Reconstitution, 1945–69a matter of routine. Although these differences may produce profound breakthroughs in understanding and practice, they can also generate tremendous anxiety in those facing questions about who they are, who they should be, and how they want others to see them.作者: HEW 時(shí)間: 2025-3-22 07:09 作者: analogous 時(shí)間: 2025-3-22 08:56 作者: Assault 時(shí)間: 2025-3-22 15:07
The Sixteenth-Century Expansion, expectations than ever before. At the same time, the so-called achievement gap (what I have elsewhere called the “resource gap” or the “caring gap”; Nieto, 2006) is improving only negligibly, resulting in more students of color dropping out of school and unprepared for life and work.作者: Assault 時(shí)間: 2025-3-22 19:03
The Identity-Perception Gapa matter of routine. Although these differences may produce profound breakthroughs in understanding and practice, they can also generate tremendous anxiety in those facing questions about who they are, who they should be, and how they want others to see them.作者: 愉快嗎 時(shí)間: 2025-3-22 21:36
Developing a Multicultural Curriculum in a Predominantly White Teaching Contextltural, multiracial, multilingual, and multiethnic people in the United States for the remainder of their lives. In like form, these people of color will interact with mainstream students, and it is essential for all students to develop knowledge, skills, awareness, and understandings in order to live healthy and productive lives.作者: 面包屑 時(shí)間: 2025-3-23 05:13
Promoting Educational Equity for a Recent Immigrant Mexican Student in an English-Dominant Classroomartling, by the year 2030 the school-aged children of immigrants, many of whom are ELLs, will total nearly twenty-six million (Tienda & Mitchell, 2006). In view of the rapid growth of ELL populations in American schools, in recent years the educational circumstances of these students have been of national concern (see Snow, 2002).作者: 減震 時(shí)間: 2025-3-23 06:08
Afterword expectations than ever before. At the same time, the so-called achievement gap (what I have elsewhere called the “resource gap” or the “caring gap”; Nieto, 2006) is improving only negligibly, resulting in more students of color dropping out of school and unprepared for life and work.作者: GLOSS 時(shí)間: 2025-3-23 11:58
Culture, Curriculum, and Identity in Educationl frames of reference and in and through social contexts. Our beliefs, ideologies, ways of knowing, preferences, and practices are shaped and guided by culture. For reasons elaborated elsewhere (see Chapter 8 for instance) but beyond the scope of this introduction, White teachers sometimes do not be作者: DECRY 時(shí)間: 2025-3-23 13:56
The Identity-Perception Gaphundreds of students who emerge from a multiplicity of backgrounds. To achieve equity in schools and classrooms requires that teachers sustain a near-constant awareness of others’ unique perceptions and identities. As teachers negotiate classroom relationships with youth across cultural, gender, lin作者: 繁榮地區(qū) 時(shí)間: 2025-3-23 20:41 作者: 暖昧關(guān)系 時(shí)間: 2025-3-24 01:35
Promoting Educational Equity for a Recent Immigrant Mexican Student in an English-Dominant Classroome learners (ELLs) currently enrolled in American public schools in grades pre-K through twelve. This number represents about 10 percent of the total enrollment in U.S. public schools. Within the last fifteen years, the numbers of ELLs have increased at a rate almost eight times greater than the tota作者: 光明正大 時(shí)間: 2025-3-24 03:56
As Cultures Collidenguistic-minority students. Moreover, efforts aimed at improving educational outcomes for ELLs are often rooted in a deficit perspective that views linguistically diverse students of color as inferior and undesirable. Therefore, in an effort to foreground their voices and, at the same time, to criti作者: calamity 時(shí)間: 2025-3-24 10:21 作者: onlooker 時(shí)間: 2025-3-24 14:03
Leadership and a Critical Spirit of Resistancebe genuine and valuable research. Scholars have engaged in numerous philosophical and ontological debates focusing on the efficacy of quantitative and qualitative research. In recent times, a discourse has emerged in research that salutes the poly-voiced character of researchers and the researched, 作者: 影響深遠(yuǎn) 時(shí)間: 2025-3-24 16:05 作者: Harbor 時(shí)間: 2025-3-24 20:47 作者: nitric-oxide 時(shí)間: 2025-3-25 02:24 作者: Culmination 時(shí)間: 2025-3-25 05:44 作者: 秘傳 時(shí)間: 2025-3-25 11:34
Studies in Comparative Politicsl frames of reference and in and through social contexts. Our beliefs, ideologies, ways of knowing, preferences, and practices are shaped and guided by culture. For reasons elaborated elsewhere (see Chapter 8 for instance) but beyond the scope of this introduction, White teachers sometimes do not be作者: 金桌活畫面 時(shí)間: 2025-3-25 12:39
Reconstruction and Reconstitution, 1945–69hundreds of students who emerge from a multiplicity of backgrounds. To achieve equity in schools and classrooms requires that teachers sustain a near-constant awareness of others’ unique perceptions and identities. As teachers negotiate classroom relationships with youth across cultural, gender, lin作者: Duodenitis 時(shí)間: 2025-3-25 15:54 作者: 都相信我的話 時(shí)間: 2025-3-25 22:31 作者: regale 時(shí)間: 2025-3-26 02:04 作者: modest 時(shí)間: 2025-3-26 07:48
Welfare Economics in Theory and Practicerd generation) of students affect their schooling experiences and educational outcomes. In fact, the social-class backgrounds of students, in terms of family income and parental education, play a significant role in determining the neighborhood in which they reside, the school they attend, and educa作者: 擴(kuò)張 時(shí)間: 2025-3-26 12:21
Welfare Economics in Theory and Practicebe genuine and valuable research. Scholars have engaged in numerous philosophical and ontological debates focusing on the efficacy of quantitative and qualitative research. In recent times, a discourse has emerged in research that salutes the poly-voiced character of researchers and the researched, 作者: FIR 時(shí)間: 2025-3-26 12:41
Resource Costs of Mining Labournt. This age has created a cycle of behavior where “the most popular response to the lack of meaning and the emptiness of life seems to be one of a highly intensified personal hedonism: an orgy of individual gratification in the form of consumerism; heavy reliance on sex, drugs, and music for releas作者: DENT 時(shí)間: 2025-3-26 20:23
https://doi.org/10.1007/978-1-349-15815-7ce teachers and students in P through 12 classrooms. In this chapter, I use narrative inquiry and self-study to examine my own curricula decisions in teaching race in a course with mostly White teacher-education students. Race, of course, is socially and legally constructed (see, for instance, Ladso作者: 施舍 時(shí)間: 2025-3-26 22:47 作者: 你正派 時(shí)間: 2025-3-27 03:27 作者: 山崩 時(shí)間: 2025-3-27 07:45 作者: 摘要記錄 時(shí)間: 2025-3-27 12:20 作者: Flirtatious 時(shí)間: 2025-3-27 14:17 作者: Altitude 時(shí)間: 2025-3-27 19:06 作者: Barrister 時(shí)間: 2025-3-27 22:20 作者: Fatten 時(shí)間: 2025-3-28 03:42
Culture, Curriculum, and Identity in Educationze the salience and centrality of their own culture, and how it is woven through their work as teachers. Culture is steeply embedded within and around each of us, is in and among all groups of people, and is especially shaped by the social context of education.作者: 兒童 時(shí)間: 2025-3-28 06:33
As Cultures Collideitarian stories” (p. 23) by centering the experiences and voices of marginalized peoples. In this chapter, we forward the subaltern voices of current and former ELL students, as well as their family and community members, with the goal of contributing to a more complex understanding of ELLs and the 作者: needle 時(shí)間: 2025-3-28 12:50
Schooling and the University Plans of Immigrant Black Students from an Urban Neighborhoodarents who, despite the social and cultural differences that exist between them and the school system, capably negotiate the school system to attain their educational goals and those of their parents (Anisef, Axelrod, Baichman, James, & Turrittin, 2000; Boyd, 2002; Fuligni, 1998; James & Haig-Brown,作者: 開(kāi)始沒(méi)有 時(shí)間: 2025-3-28 15:47
Leadership and a Critical Spirit of Resistanceths are only legitimate if they have been unearthed through traditional or “accepted” forms of research methodology. Some positivist scholars argue that there exists what is called a grand narrative or some celebrated truth that purportedly essentializes the human condition—that research, it is argu作者: Outspoken 時(shí)間: 2025-3-28 18:54 作者: 虛構(gòu)的東西 時(shí)間: 2025-3-29 01:37
Messages to Teacher Educators from the Marginseating a diverse teaching force.” When she heard me gasp for air as if I had the wind knocked out of me, she kindly and sympathetically stated, “We do not have to totally abandon the idea because the children in these classrooms depend on us to give them an experience with teachers who look like the作者: Melanoma 時(shí)間: 2025-3-29 05:13
Studies in Comparative Politicsze the salience and centrality of their own culture, and how it is woven through their work as teachers. Culture is steeply embedded within and around each of us, is in and among all groups of people, and is especially shaped by the social context of education.作者: Lymphocyte 時(shí)間: 2025-3-29 08:53 作者: Influx 時(shí)間: 2025-3-29 12:37
Welfare Economics in Theory and Practicearents who, despite the social and cultural differences that exist between them and the school system, capably negotiate the school system to attain their educational goals and those of their parents (Anisef, Axelrod, Baichman, James, & Turrittin, 2000; Boyd, 2002; Fuligni, 1998; James & Haig-Brown,作者: 討厭 時(shí)間: 2025-3-29 17:18
Welfare Economics in Theory and Practiceths are only legitimate if they have been unearthed through traditional or “accepted” forms of research methodology. Some positivist scholars argue that there exists what is called a grand narrative or some celebrated truth that purportedly essentializes the human condition—that research, it is argu作者: 做作 時(shí)間: 2025-3-29 22:03
https://doi.org/10.1007/978-1-349-15815-7gnored (Bell, 1992; Ladson-Billings, 1998). Using racialized narratives in teacher-education courses can help circumvent resistance and disengagement among education students where race and racism are concerned. Such a focus is important to the education of students in all schools, and particularly 作者: 拘留 時(shí)間: 2025-3-30 00:38
https://doi.org/10.1007/978-1-349-15815-7eating a diverse teaching force.” When she heard me gasp for air as if I had the wind knocked out of me, she kindly and sympathetically stated, “We do not have to totally abandon the idea because the children in these classrooms depend on us to give them an experience with teachers who look like the作者: 自傳 時(shí)間: 2025-3-30 06:26 作者: 別名 時(shí)間: 2025-3-30 10:57
ecognize relevant imaging findings.Excellent, up to date higImaging plays an increasingly vital role in the management of athletes aiding diagnosis, injury grading and prognosis, as well as guiding therapy. These processes apply equally to elite and recreational athletes young and old. I have always作者: Gorilla 時(shí)間: 2025-3-30 16:08
