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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| The Centrality of Culture and Social Ideology in School Learning | |
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| Focus Questions | |
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| Introduction | |
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| Social Ideology and Diversity | |
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| Learning to Teach, Teaching, and Contemporary Social Ideology | |
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| Teachers' Perspectives on Culture, Learning, and Ideology | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| The Deep Meaning of Culture | |
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| Focus Questions | |
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| Introduction | |
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| Defining Culture | |
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| Culture in the United States | |
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| School Practices Reflect Cultural Norms | |
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| Other Ways of Revealing the Deep Meaning of Culture | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| Personalizing Cultural Diversity | |
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| Focus Questions | |
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| Introduction | |
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| The Importance of Personal Awareness | |
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| Classifying and Labeling People | |
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| Euro-American Racial Identity | |
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| Depolarizing Racial Identity | |
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| E Pluribus Unum (One Out of Many) | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| Learning About Diverse Populations of Students | |
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| Focus Questions | |
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| Introduction | |
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| The Ethics of Data Collection | |
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| Organizing for Data Collection | |
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| Strategies for Data Collection | |
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| Formulating Questions That Reveal the Big Picture | |
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| Collecting Data on Students | |
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| Data Analysis | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| Reframing the Curriculum | |
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| Focus Questions | |
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| Introduction | |
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| The Existing School Curriculum | |
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| Curriculum for Culturally Diverse Populations | |
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| A Framework for Organizing Curriculum for Equitable Access to Learning | |
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| Curriculum Validation | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| Redesigning Instruction | |
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| Focus Questions | |
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| Introduction | |
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| Explaining School Failure | |
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| Meaningful Learning in Elementary Schools | |
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| Meaningful Learning in Secondary Schools | |
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| Creating a Supportive Context for Learning | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| A Framework for Understanding Cultural Diversity in the Classroom | |
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| Focus Questions | |
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| Introduction | |
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| The Culture of Practice in a Low-Performing School | |
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| Understanding Cultural Diversity in the Classroom | |
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| Culturally Mediated Cognition | |
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| Linking Culture and Information Processing | |
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| Linking Culture, Information Processing, and Instruction | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| Transforming Professional Practice | |
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| Focus Questions | |
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| Introduction | |
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| Approaches to Transforming Professional Practice | |
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| Monitoring Personal Professional Growth | |
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| Chapter Summary | |
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| Suggested Learning Experiences | |
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| Critical Reading | |
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| References | |
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| Author Index | |
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| Subject Index | |