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| Series Foreword | |
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| Acknowledgments | |
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| Preface to the First Edition | |
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| Preface to the Second Edition | |
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| Challenges and Perspectives | |
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| Introduction | |
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| The Need for and Nature of Story | |
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| A Personal Story and Symbol of a Trend | |
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| Achievement Challenges | |
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| Assertions About Improving Student Achievement | |
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| Conclusion | |
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| Pedagogical Potential of Cultural Responsiveness | |
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| Introduction | |
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| From Can't to Can | |
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| Ideological Beginnings | |
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| Descriptive Characteristics | |
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| Culturally Responsive Teaching Personified | |
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| Roles and Responsibilities of Teachers | |
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| Conclusion | |
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| The Power of Culturally Responsive Caring | |
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| Introduction | |
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| Overview of Caring Characteristics | |
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| Attributes of Caring in Detail | |
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| Expectation Trends and Effects | |
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| Moving Toward Culturally Responsive Caring | |
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| Conclusion | |
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| Culture and Communication in the Classroom | |
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| Introduction | |
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| Relationship Among Culture, Communication, and Education | |
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| Myths About Language Diversity | |
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| Cultural Communication Controversies | |
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| Effects of "English Plus" Instruction on Student Learning | |
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| Variations in Ethnic Discourse Styles | |
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| Gender Variations in Discourse Styles | |
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| Conclusion | |
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| Ethnic and Cultural Diversity in Curriculum Content | |
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| Introduction | |
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| Importance of Textbooks as Curriculum Content | |
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| Ethnic and Cultural Diversity in Textbooks | |
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| Standards, Testing, and Diversity | |
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| Ethnic Diversity in Literary and Trade Books | |
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| Mass Media as Cultural Curriculum Content | |
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| Culturally Diverse Curriculum Content Effects | |
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| Improving Culturally Diverse Curriculum Content | |
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| Conclusion | |
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| Cultural Congruity in Teaching and Learning | |
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| Introduction | |
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| Learning Styles Baseline | |
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| Funds of Knowledge and Cultural Self-Study | |
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| Cooperative Learning | |
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| Active and Affective Engagement | |
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| Ethnic-Centered Programs and Schools | |
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| Conclusion | |
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| A Personal Case of Culturally Responsive Teaching Praxis | |
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| Introduction | |
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| Being Supportive and Facilitative | |
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| Rituals and Routines | |
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| Learning Cooperatively and Successfully | |
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| Choice and Authenticity Are Essential to Learning | |
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| Teaching to Enable and Empower | |
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| Knowledge Plus Practice Is Imperative | |
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| Cultivating Critical Orientations Are Important | |
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| The Personal Is Powerful | |
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| Conclusion | |
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| Epilogue: Looking Back and Projecting Forward | |
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| Introduction | |
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| Culturally Centered Incremental Efforts Make a Difference | |
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| Confronting Convention | |
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| Alternative Paradigms for Practice | |
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| Now Is the Time | |
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| Pillars for Progress | |
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| Conclusion | |
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| References | |
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| Index | |
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| About The Author | |