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Preface | |
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Communication Competence | |
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Foundations of Classroom Communication | |
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Communication Education | |
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Communication Pedagogy | |
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Developmental Communication | |
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Instructional Communication | |
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The Relationship between Theory, Research, and Practice | |
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Units of the Text | |
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Classroom Communication: Definition and Components | |
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The Nature of Communication | |
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Communication Is a Transactional Process | |
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Communication Is Complex | |
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Communication Is Symbolic | |
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Communication Has Both a Content and a Relational Component | |
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Classroom Communication Competence | |
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Classroom Communication Climate | |
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Teaching Diverse Students | |
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In Sum | |
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Activities | |
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Further Reading | |
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Interpersonal Communication | |
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Relationship Development | |
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Relationship Stages | |
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Communication Variables in Interpersonal Relationships | |
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Self-Concept | |
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Self-Disclosure | |
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Immediacy | |
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Communication Style | |
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Credibility | |
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Expectancy | |
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Parent-Teacher Conferences | |
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Communicating Electronically | |
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In Sum | |
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Activities | |
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Further Reading | |
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Listening | |
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What Is Listening? | |
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The Importance of Listening | |
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Types of Listening | |
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Empathy | |
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Predicting Accurately | |
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Communicating Empathy | |
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Barriers to Effective Listening | |
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Factual Distractions | |
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Semantic Distractions | |
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Mental Distractions | |
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Physical Distractions | |
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Improving Listening Skills | |
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Active Listening | |
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Paraphrasing | |
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Perception Checking | |
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Ask Questions | |
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Say More | |
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Beware of Cultural Differences | |
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In Sum | |
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Activities | |
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Further Reading | |
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Verbal and Nonverbal Communication | |
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Perception | |
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Differences in Perception | |
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The Process of Perception | |
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Perceptions and Classroom Communication | |
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Improving Perception Skills | |
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Shared Language and Meaning | |
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Characteristics of Language | |
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Meanings and Perception | |
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General Semantics | |
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Nonverbal Communication | |
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Nonverbal Communication and Culture | |
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Functions of Nonverbal Communication in the Classroom | |
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Self-Presentation | |
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Identification of Rules and Expectations | |
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Feedback and Reinforcement | |
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Liking and Affect | |
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Regulation of Conversational Flow | |
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Classroom Control | |
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Categories of Nonverbal Communication | |
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Proxemics | |
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Spatial Arrangements | |
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Environmental Factors | |
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Chronemics | |
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Physical Attractiveness | |
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Artifacts | |
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Kinesics | |
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Touch | |
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Paralanguage | |
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Improving Nonverbal Communication | |
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Love-Roderick Nonverbal Categories and Sample Teacher Behaviors | |
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In Sum | |
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Activities | |
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Further Reading | |
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Instructional Strategies | |
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Sharing Information | |
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Instructional Strategies | |
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Advantages and Disadvantages of the Lecture Method | |
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When to Lecture | |
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The Lecture | |
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Variables Affecting Information Processing | |
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Student Variables | |
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Message Variables | |
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Communication Barriers to Effective Lecturing | |
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Communication Apprehension | |
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Preparing a Lecture | |
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Choose a Topic | |
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Narrow the Topic | |
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Gather Supporting Materials | |
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Organize the Lecture | |
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Practice the Lecture | |
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Deliver the Lecture | |
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Maintaining Attention | |
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Evaluating Your Lecture Skills | |
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In Sum | |
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Activities | |
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Further Reading | |
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Leading Classroom Discussions | |
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Choosing the Discussion Method | |
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Planning the Discussion | |
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The Introduction | |
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The Body | |
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The Conclusion | |
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Characteristics of the Discussion Method | |
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Experiential Learning | |
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Emphasis on Students | |
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Focus on Critical Thinking | |
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Use of Questions | |
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Response Styles | |
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Facilitating the Discussion | |
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Motivating Student Preparation for Participation in Class | |
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Student Communication Apprehension | |
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Identifying the Highly Communication-Apprehensive Student | |
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Treating the Highly Communication-Apprehensive Student | |
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Evaluating Your Discussion Skills | |
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In Sum | |
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Activities | |
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Further Reading | |
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Small Group Communication | |
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Definition of a Small Group | |
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Teacher Concerns | |
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Teacher Roles | |
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Collaborative Learning | |
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Classroom Climate | |
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Tasks | |
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Defining the Task | |
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Types of Tasks | |
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Facilitating the Task | |
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Student Concerns | |
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Roles | |
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Group Development | |
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Observing and Evaluating Small Groups | |
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In Sum | |
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Activities | |
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Further Reading | |
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Communicative Reading and Storytelling | |
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What Is Communicative Reading? | |
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Components of Communicative Reading | |
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Preparing the Selection | |
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Understanding the Selection | |
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Cutting the Selection | |
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Determining How the Selection Should Be Read | |
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Marking the Script | |
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Introducing the Selection | |
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Delivering the Selection | |
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Evaluating Communicative Reading | |
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Storytelling | |
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What Do Stories Do? | |
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Storytelling Techniques | |
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Choosing a Story | |
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Learning a Story | |
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Tips for Telling | |
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Evaluating Your Storytelling Skills | |
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In Sum | |
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Activities | |
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Further Reading | |
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Organization | |
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Communication Impact | |
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Influence | |
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Ethical Considerations | |
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Ethics Defined | |
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Ethics and the Teacher | |
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Ethical Standards | |
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Student Ethical Obligations | |
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Issues of Influence | |
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Classroom Management | |
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Creating a Supportive Climate | |
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Implementing a Supportive Climate | |
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Maintaining a Supportive Climate | |
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Power and Compliance | |
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Conflict | |
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Critical Reflection | |
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Alternative Perspective | |
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Practical Suggestions | |
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Handling Minor Misbehaviors | |
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Handling Disruptive Students | |
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In Sum | |
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Activities | |
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Further Reading | |
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Additional Resource | |
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Communication Concerns | |
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Sexism in the Classroom | |
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Curriculum Material | |
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Classroom Interaction | |
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Ethnocentrism | |
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Cultural Dimensions | |
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Cultural Diversity | |
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Race, Class, and Ethnicity in the Classroom | |
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Ableism | |
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Physical Disabilities | |
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Students with Special Needs | |
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Students with Learning Disabilities | |
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Students Who Are Mainstreamed | |
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Students at Risk | |
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Students Who Are Intellectually Gifted | |
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Strategies for Change | |
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In Sum | |
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Activities | |
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Further Reading | |
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Systematic Observation | |
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Instruments for Systematic Observation | |
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References | |
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Index | |