Teaching for Diversity A Guide to Greater Understanding, Third Edition

ISBN-10: 193554201X
ISBN-13: 9781935542018
Edition: 3rd 2011
List price: $29.95
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Description: In Teaching for Diversity (Third Edition), Ricardo Garcia argues that increasing student diversity in classrooms across North America places two imperatives on educators: they must learn effective strategies for teaching diverse groups of students,  More...

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Book details

List price: $29.95
Edition: 3rd
Copyright year: 2011
Publisher: Solution Tree
Publication date: 5/8/2015
Binding: Paperback
Pages: 216
Size: 6.00" wide x 8.75" long x 0.50" tall
Weight: 0.968
Language: English

In Teaching for Diversity (Third Edition), Ricardo Garcia argues that increasing student diversity in classrooms across North America places two imperatives on educators: they must learn effective strategies for teaching diverse groups of students, and they must integrate skills for accepting and thriving in diverse groups into their teaching. He moves from a broad overview of the history of schooling and attitudes toward diversity in education to a specific treatment of today¿s schools¿ needs and objectives. This resource employs both theory and concrete examples to construct a vision of schools as the foundation for an inclusive, democratic society.

About the Author
Preface to the Third Edition
Introduction
What Is an American?
Who Should Be American?
Americans All!
Diversity in a Free Society
Shifting Demographics of Immigration
Unifying Beliefs
Equality
Out of Many, One
Mutual Respect
Religious Diversity
The Road to the First Amendment
The State of Religious Pluralism
Religion in Early American Education
Religion in Education in the Modern Era
Respecting Religious Diversity in Education
Conclusion
Universal Education for a Free Society
Education for Democracy
Education for Freedom
Developing Viable Individuals
John Dewey
W. E. B. Du Bois
George I. Sanchez
Jane Addams
Goals of Universal Education
Learning Autonomy
Intellectual Effectiveness
Cultural Efficacy
Conclusion
Honoring Culture and Self-Identity
Family Culture
Race and Ethnicity
Sex, Gender Identity, and Sexual Orientation
English Language Proficiency
Learning Style Preferences
Supporting Student Identity
Reducing Prejudice
Cultural Lenses on Difference
Origins of Prejudice
Prejudice Reduction Theories
Contact Thesis
Education Thesis
Proactive Approaches to Culture in Education
Understanding the Achievement Gap
The Impact of Poverty
The Impact of Race and Ethnicity
Cognitive Deficit
Environmental Deficit
Unequal Access to Knowledge
Cultural Incompatibility
The Impact of English Language Proficiency
Games
Role Playing
Debating
Practice
The Impact of Gender
The Impact of Sexual Orientation
Providing Equal Educational Opportunities
Safety
Equal Access
Equal Benefit
Teacher as Learning-EnabSer
Changing Role of the Teacher
Constructivist vs. Naturalistic Teaching
Fusion of Teaching Roles
Maria Montessori
John Dewey
Paulo Freire
Linking Goals and Instructional Strategies
Learning Autonomy via Self-Discipline
Set Realistic Goals and Standards
Direct Behavior Toward Achievement
Assess Achievement and Adjust Direction
Redirect Goals Based on Achievement
Intellectual Effectiveness via Critical Thinking
Use the Three-Question Method
Teach Epistemologies
Teach Pitfalls of Critical Thinking to Avoid
Cultural Efficacy via Cross-Cultural Interaction
Exposure and Cooperation
Language Study
Cultural Interaction Through the Internet
Conclusion
Developing Curricula for Diversity
What Is a Curriculum?
Understanding How Knowledge Is Constructed
Teaching About Culture
Using Ethnic Studies
A Dynamic Nature
A System of Values and Beliefs
Intragroup Diversity
Intergroup Similarity
Selecting Curriculum Materials
Fostering Student-Created Curricula
Involving Parents and Others in the Curriculum
Building Community in Diverse Classrooms
Socialization and Diversity
A 21st Century Global Village
Common Purpose
Stability
Cooperation
Independence and Interdependence
Building a Classroom Community
Building Trust Among Students
Building Trust With Parents
Pursuing Self-Interests and the Common Good
Behaving Independently and Interdependently
Practicing Individual Rights and Respecting Others
The Teacher's Learning Community
Schools as Village Commons
Conclusion
References and Resources
Index

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