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Preface | |
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Understanding Essential Multicultural and Global Concepts | |
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Essential Multicultural and Global Understandings | |
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Defining Multicultural Education | |
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Defining Global Education | |
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Combining Multicultural Education and Global Education | |
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Combining the Major Concepts of Multicultural Education and Global Education | |
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Applying Multicultural and Global Education in the Classroom | |
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Conclusion | |
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Applying Multicultural and Global Concepts in the Classroom | |
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The Teacher | |
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Using a Cultural Concept Map for Self-Investigation | |
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Applying Multicultural and Global Strategies to Teachers' Lives | |
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Applying Multicultural and Global Strategies to the Classroom | |
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Conclusion | |
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The Students | |
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Using the Cultural Concept Map for Student Investigation | |
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Honoring and Sharing Cultural Backgrounds | |
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Reviewing Learning Styles | |
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Applying Learning Styles to the Classroom | |
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Examining Cultural Learning Styles | |
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Examining Cultural Orientations | |
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Examining Cultural Communication Styles | |
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Applying Cultural Styles to the Classroom | |
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Conclusion | |
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The Classroom Environment | |
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Assessing the Physical Environment | |
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Organizing the Physical Environment | |
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Assessing the Socioemotional Environment | |
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Organizing the Socioemotional Environment | |
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Conclusion | |
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The Curriculum | |
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Examining Multicultural and Global Education Concepts | |
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Changing the General Curriculum | |
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Working with Standards | |
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Examining Textbooks | |
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Choosing Other Resources | |
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Uncovering the Hidden Curriculum | |
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Conclusion | |
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The Instruction | |
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Relating Multicultural and Global Concepts to Constructivist Instruction | |
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Applying Learning Styles Knowledge to Instructional Strategies | |
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Providing for Linguistically Diverse Students | |
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Providing for Students with Special Needs | |
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Conclusion | |
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The Assessment | |
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Comparing Traditional and Authentic Assessment | |
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Working with Traditional Assessment | |
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Working with Authentic Assessment | |
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Examining Authentic Task and Assessment Combinations | |
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Designing Authentic Assessment Tools | |
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Aligning Assessment with Curriculum and Instruction | |
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Applying Multicultural and Global Concepts to Assessment | |
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Conclusion | |
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Applying Multicultural and Global Concepts beyond the Classroom | |
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The School | |
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Establishing a Welcoming Environment | |
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Improving the Physical Environment | |
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Improving the School Culture | |
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Collaborating with Parents and Caregivers | |
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Using the School as a Community Center | |
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Conclusion | |
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The Community | |
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Examining Community Concerns | |
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Responding to Community Concerns | |
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Finding Community Support | |
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Connecting with Community Expertise and Leadership | |
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Considering School-Business Connections | |
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Becoming Politically Active | |
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Helping to Transform the Community | |
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Exploring Larger Communities | |
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Conclusion | |
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References | |
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Index | |