Holdings: Student cultural diversity

Student cultural diversity: understanding and meeting the challenge

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Bibliographic Details
Main Author:	García, Eugene E. (Author)
Format:	Book
Language:	English
Published:	Boston u.a. Houghton Mifflin 2002
Edition:	3rd ed.
Subjects:	Erziehung Minderheit Children of minorities > Education > United States Minorities > Education > United States Multicultural education > United States Interkulturelle Erziehung USA
Online Access:	Inhaltsverzeichnis
Item Description:	Includes bibliographical references (p. 419-445) and index
Physical Description:	xvii, 455 p. ill. : 23 cm
ISBN:	0618122087

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adam_text	Brief Contents List of Tables xi List of Figures xii Preface xiii Part One Student Diversity in Context 1 Chapter 1 Cultural Diversity in America s Schools 2 Chapter 2 Views of Culture and Education 67 Chapter 3 Educational Approaches to Student Cultural Diversity 98 Part Two The Roots of Diversity 129 Chapter 4 An Ecology of Family, Home, and School 130 Chapter 5 Language and Communication 175 Chapter 6 Language, Culture, and Cognition 241 Part Three The Educational Response 283 Chapter 7 The Effective Teacher: Preparation, Assessment, and Characteristics 284 Chapter 8 Effective Instruction of Linguistically and Culturally Diverse Children 322 Chapter 9 Educational Approaches at the Middle and Secondary School Level 361 Glossary 415 References 419 Index 447 Contents List of Tables xi List of Figures xii Preface xiii Part One Student Diversity in Context 1 Chapter 1 Cultural Diversity in America s Schools 2 An Introduction 3 A Portrait of Change and Challenge 4 The Extent of Cultural Diversity Among U.S. Students Today 7 Expecting a Different World 7 Immigration: The Historical Basis of Diversity 7 The New Immigration Phenomenon 12 Immigrant Students in U.S. Schools 14 Understanding the Immigrant Student Population 1 б The Challenge Will Continue 19 Measuring Racial and Ethnic Diversity 20 Projected Trends for U.S. Schools 21 Indicators of Child and Family Well-Being 23 Student Diversity and Educational Vulnerability 25 Dropout Rate 26 Academic Achievement 27 Educational Funding Policies 29 A Wasted Resource 33 The Implications for Educators 34 Effective Teaching 34 ES Becoming a Responsive Teacher: Educational Backgrounds of Today s Immigrant Students 36 Problems in Training and Assessment 37 The Language Minority Student 39 Who Are These Students? 40 What Types of Educational Programs Serve These Students? 41 Federal and State Educational Policies 43 Federal Legislative Initiatives 43 The New National Educational Policies of 1994 and 2000 44 Knowledge Base 45 Wisdom of Practice 46 Cohesiveness 47 Demographic and Budgetary Realities 47 Changing Title VII to Ensure Effective Schooling for Language Minority Students 48 Federal Legal Initiatives 49 1 РИ Becoming a Responsive Teacher: California: The Minority Majority State 50 State Initiatives 53 The Five Rs of Educational Reform 54 Respectful 55 Responsive 56 Responsible 57 Resourceful 58 Reasonable 59 Conclusion 60 Summary of Major Ideas 62 Extending Your Experience 64 Resources for Further Study 64 Chapter 2 Views of Culture and Education 67 New Contexts for Education 68 The Role of Schools 70 Cultural Change and Disruption 71 What Is Culture? 73 The Group-Oriented Concept of Culture 74 Educational Considerations 75 The Individual-Oriented Concept of Culture 77 Educational Considerations 78 ИЈ Becoming a Responsive Teacher: Influential Teachers, Influential Students 80 Culture as Central to Development and Education 81 Race, Class, Gender, and Cultural Diversity 83 The Role of Cultural Capital 84 The Culture of the School 85 Student Response to School Culture 86 The School s Response to Children 87 Teaching in a Cultural Context 88 Personal Commitment 88 Knowledge of What Makes a Difference 90 Educational Leadership 91 Knowledge Dissemination 91 Professional Development 91 Disposition for Leadership 91 Affective Engagement 91 Conclusion 92 Summary of Major Ideas 92 Extending Your Experience 94 Resources for Further Study 95 Chapter 3 Educational Approaches to Student Cultural Diversity 98 A Historical Survey 99 Americanization 100 VI Contents Educational Equity 104 Multicultural Education 106 Disparate Coals of Multicultural Education 107 EH Becoming a Responsive Teacher: Assimilation Doesn t Equal Success 108 An Appraisal of Progress 111 Beyond Multicultural Education 112 New Theoretical Perspectives 114 A Continuum of Theories 115 The Constructivist Perspective 11 7 A New Pedagogy 119 Responsive Learning Communities 120 Conclusion 121 Summary of Major Ideas 122 Extending Your Experience 125 Resources for Further Study 126 Part Two The Roots of Diversity 129 Chapter 4 An Ecology of Family, Home, and School 130 The Meeting of Cultures 131 The Role of the Family in the Socialization of Children 134 EH Becoming a Responsive Teacher: How Home Life Shapes Classroom Behavior 136 The Concept of Ecology 139 Ecology of the Family 13 9 Social Ecology 140 Ethnic Image and Its Effects 141 Ethnic Images in Society 141 Effects of Ethnic Images on Children 144 A Cultural Systems Account of Underachievement 146 Educational Implications 154 Educational Implications of Family Diversity 1 55 Power and Privilege in Parent Involvement 157 Building Bridges Between Diverse Cultures 159 Tracking and Ability Grouping 165 EH Becoming a Responsive Teacher: A Community of Learners 166 Conclusion 169 Summary of Major Ideas 169 Extending Your Experience 172 Resources for Further Study 172 Chapter 5 Language and Communication 175 The Nature of Communication 176 The Development of Language 178 Phonology 178 Contents VII Vocabulary 179 Grammar 181 Pragmatics and Discourse Rules 181 Pragmatics for Conversation 182 Pragmatics for Literacy 183 Pragmatics for Different Discourse Situations 183 Bilingualism and Second-Language Acquisition 185 Patterns of Language Development and Cognitive Aspects 186 New Areas of Emerging Research in U.S. Bilingual Schooling 191 Authentic Assessment of Second-Language Learners 191 Negative Effects of Standard Assessment 193 Recommendations for Authentic Assessment 194 EH Becoming a Responsive Teacher: Language and Literacy Assessment Rubric 202 Two-Way Immersion Programs 203 Academic English and the Second-Language Learner 207 Relationship Between Academic and General English 211 EH Becoming a Responsive Teacher: Real-Life Practices That Enhance Literacy Development 214 Use of Dialects 218 Black English 219 EH Becoming a Responsive Teacher: Learning by Talking 220 Special Language Minority Populations 225 Bilingual-Bicultural Education for Deaf Students 225 Ora I ism 225 Total Communication 226 U.S. Indigenous Bilingual Students 230 Conclusion 234 Summary of Major Ideas 235 Extending Your Experience 237 Resources for Further Study 238 Chapter 6 Language, Culture, and Cognition 241 The Role of Culture in Cognition 243 Constructivism and Cognition 244 Language and Culture as Tools of Thought 246 A Foundation for Language Proficiency 247 An Assessment of Intelligence Testing 248 EH Becoming a Responsive Teacher: How Two Students Developed Through Collaborative Learning 252 School Reform-Standards-Based Accountability Assessments 255 Inappropriate Assessment of Limited-English-Proficient Students 256 Social Promotion Provisions Will Also Result in Disadvantages for Limited-English-Proficient Students 258 California s Accountability System Will Create Disadvantages for Limited- English-Proficient Students and Their Schools 259 VIII Contents Two Aspects of Effective Teaching in Culturally Diverse Classrooms That Focus on Language and Cognition 260 Instructional Discourse 261 Elements ofCood Classroom Discourse 263 Instructional Discourse for Diverse Students 265 Student Writing Development 269 РИ Becoming a Responsive Teacher: A Tapestry of Interaction 270 Conclusion 274 Summary of Major Ideas 276 Extending Your Experience 278 Resources for Further Study 278 Part Three The Educational Response 283 Chapter 7 The Effective Teacher: Preparation, Assessment, and Characteristics 284 The Current System of Professional Preparation and Assessment 286 Professional Credentialing of Teachers 287 Recommended Competencies for Teachers of Linguistically Diverse Students 289 Role of Bilingual Teachers 290 Role of ESL Teachers 292 Changes in Teacher-Preparation Programs 293 Shift to Site-Based Training 293 Characteristics of Effective Teachers of Culturally and Linguistically Diverse Students 297 Knowledge 298 Skills 299 РИ Becoming a Responsive Teacher. A Successful Practitioner in Math Disposition 303 Affect 304 PH Becoming a Responsive Teacher. How Do I Implement Interactive Parent/Family-Teacher Journals? 308 302 Effective Teaching and Learning 309 The Key Questions 310 The Principal s Role in Effective Schooling Integrity 312 Responsibility 314 Affect 315 312 Conclusion 316 Summary of Major Ideas 317 Extending Your Experience 319 Resources for Further Study 320 Contents Chapter 8 Effective Instruction of Linguistically and Culturally Diverse Children 322 ATheoretical Framework: Two Divergent Views 324 Characteristics of Effective Schools 325 The National School Reform Perspective 331 Effective Instructional Practices 335 РИ Becoming a Responsive Teacher. An Effective Teacher s Reflections, in Her Own Voice 336 The SBIF Study 340 The Garcia and Related Studies 342 High Levels of Communication 342 Integrated and Thematic Curriculum 343 Interactive Cross-Age Tutoring 343 Collaborative Learning 344 Language and Literacy 345 Crowing Practice Support for a Responsive Pedagogy 348 Watsonville, California 348 Chicago 349 Los Angeles 350 Milwaukee 3 51 Arlington, Virginia 351 San Clemente, California 351 Dearborn, Michigan 352 PH Becoming a Responsive Teacher: A Letter Home 352 Artesia, California 353 Conclusion 353 Summary of Major Ideas 355 Extending Your Experience 357 Resources for Further Study 357 Chapter 9 Educational Approaches at the Middle and Secondary School Level 361 Then and Now: A Personal Rendition of What Works 362 The Genesis of Project Theme 365 Project Theme: Principles and Strategies 366 Specific Activities of Project Theme 369 Professional Development for Teachers 369 Assessment Practices 369 Enhancement of Students Academic Learning 370 Improvement of Students Self-Esteem 370 The Results of Project Theme 371 Academic Achievement in Language, Reading, and Writing 371 Ethnographic Data on Students Self-Concepts 372 Ethnic Identity 373 Positive Self-Esteem 373 Contents Future Aspirations 374 Academic Strategies and Perceptions About Schooling 377 Social Identity of Students and Parents 377 Math Achievement, Attitudes, and Self-Concepts 379 Long-Term Effects of the Project 380 The Conclusion of Research on Project Theme 381 Rethinking, Rebuilding, and Engaging Change at the High School Level 383 Project AVANCE 386 Reorganizing the Structure of the School 387 Outcomes of the AVANCE Intervention 388 Course Standards and Evaluation 389 Student-Cenerated Themes 390 Staff Networking 391 Effective Strategies and Practices 3 91 E3 Becoming a Responsive Teacher: Using Instructional Conversations for Content-Area Learning 392 Specially Designed Academic Instruction in English (SDAIE) 394 Learning from Project AVANCE 396 Programs That Work to Enhance College Participation 398 Student-Centered Programs 399 Early Outreach Partnerships by Colleges and Universities 399 MESA 399 School-Centered Programs 400 AVID: U n tracking Students 400 High School Puente 402 Implications for Intervention Programs 406 Conclusion 408 Summary of Major Ideas 409 Extending Your Experience 410 Resources for Further Study 411 Glossary 415 References 419 Index 447
adam_txt	Brief Contents List of Tables xi List of Figures xii Preface xiii Part One Student Diversity in Context 1 Chapter 1 Cultural Diversity in America's Schools 2 Chapter 2 Views of Culture and Education 67 Chapter 3 Educational Approaches to Student Cultural Diversity 98 Part Two The Roots of Diversity 129 Chapter 4 An Ecology of Family, Home, and School 130 Chapter 5 Language and Communication 175 Chapter 6 Language, Culture, and Cognition 241 Part Three The Educational Response 283 Chapter 7 The Effective Teacher: Preparation, Assessment, and Characteristics 284 Chapter 8 Effective Instruction of Linguistically and Culturally Diverse Children 322 Chapter 9 Educational Approaches at the Middle and Secondary School Level 361 Glossary 415 References 419 Index 447 Contents List of Tables xi List of Figures xii Preface xiii Part One Student Diversity in Context 1 Chapter 1 Cultural Diversity in America's Schools 2 An Introduction 3 A Portrait of Change and Challenge 4 The Extent of Cultural Diversity Among U.S. Students Today 7 Expecting a Different World 7 Immigration: The Historical Basis of Diversity 7 The New Immigration Phenomenon 12 Immigrant Students in U.S. Schools 14 Understanding the Immigrant Student Population 1 б The Challenge Will Continue 19 Measuring Racial and Ethnic Diversity 20 Projected Trends for U.S. Schools 21 Indicators of Child and Family Well-Being 23 Student Diversity and Educational Vulnerability 25 Dropout Rate 26 Academic Achievement 27 Educational Funding Policies 29 A Wasted Resource 33 The Implications for Educators 34 Effective Teaching 34 ES Becoming a Responsive Teacher: Educational Backgrounds of Today's Immigrant Students 36 Problems in Training and Assessment 37 The Language Minority Student 39 Who Are These Students? 40 What Types of Educational Programs Serve These Students? 41 Federal and State Educational Policies 43 Federal Legislative Initiatives 43 The New National Educational Policies of 1994 and 2000 44 Knowledge Base 45 Wisdom of Practice 46 Cohesiveness 47 Demographic and Budgetary Realities 47 Changing Title VII to Ensure Effective Schooling for Language Minority Students 48 Federal Legal Initiatives 49 1 РИ Becoming a Responsive Teacher: California: The "Minority Majority" State 50 State Initiatives 53 The Five Rs of Educational Reform 54 Respectful 55 Responsive 56 Responsible 57 Resourceful 58 Reasonable 59 Conclusion 60 Summary of Major Ideas 62 Extending Your Experience 64 Resources for Further Study 64 Chapter 2 Views of Culture and Education 67 New Contexts for Education 68 The Role of Schools 70 Cultural Change and Disruption 71 What Is Culture? 73 The Group-Oriented Concept of Culture 74 Educational Considerations 75 The Individual-Oriented Concept of Culture 77 Educational Considerations 78 ИЈ Becoming a Responsive Teacher: Influential Teachers, Influential Students 80 Culture as Central to Development and Education 81 Race, Class, Gender, and Cultural Diversity 83 The Role of Cultural Capital 84 The Culture of the School 85 Student Response to School Culture 86 The School's Response to Children 87 Teaching in a Cultural Context 88 Personal Commitment 88 Knowledge of What Makes a Difference 90 Educational Leadership 91 Knowledge Dissemination 91 Professional Development 91 Disposition for Leadership 91 Affective Engagement 91 Conclusion 92 Summary of Major Ideas 92 Extending Your Experience 94 Resources for Further Study 95 Chapter 3 Educational Approaches to Student Cultural Diversity 98 A Historical Survey 99 Americanization 100 VI Contents Educational Equity 104 Multicultural Education 106 Disparate Coals of Multicultural Education 107 EH Becoming a Responsive Teacher: Assimilation Doesn't Equal Success 108 An Appraisal of Progress 111 Beyond Multicultural Education 112 New Theoretical Perspectives 114 A Continuum of Theories 115 The Constructivist Perspective 11 7 A New Pedagogy 119 Responsive Learning Communities 120 Conclusion 121 Summary of Major Ideas 122 Extending Your Experience 125 Resources for Further Study 126 Part Two The Roots of Diversity 129 Chapter 4 An Ecology of Family, Home, and School 130 The Meeting of Cultures 131 The Role of the Family in the Socialization of Children 134 EH Becoming a Responsive Teacher: How Home Life Shapes Classroom Behavior 136 The Concept of Ecology 139 Ecology of the Family 13 9 Social Ecology 140 Ethnic Image and Its Effects 141 Ethnic Images in Society 141 Effects of Ethnic Images on Children 144 A Cultural Systems Account of Underachievement 146 Educational Implications 154 Educational Implications of Family Diversity 1 55 Power and Privilege in Parent Involvement 157 Building Bridges Between Diverse Cultures 159 Tracking and Ability Grouping 165 EH Becoming a Responsive Teacher: A Community of Learners 166 Conclusion 169 Summary of Major Ideas 169 Extending Your Experience 172 Resources for Further Study 172 Chapter 5 Language and Communication 175 The Nature of Communication 176 The Development of Language 178 Phonology 178 Contents VII Vocabulary 179 Grammar 181 Pragmatics and Discourse Rules 181 Pragmatics for Conversation 182 Pragmatics for Literacy 183 Pragmatics for Different Discourse Situations 183 Bilingualism and Second-Language Acquisition 185 Patterns of Language Development and Cognitive Aspects 186 New Areas of Emerging Research in U.S. Bilingual Schooling 191 Authentic Assessment of Second-Language Learners 191 Negative Effects of Standard Assessment 193 Recommendations for Authentic Assessment 194 EH Becoming a Responsive Teacher: Language and Literacy Assessment Rubric 202 Two-Way Immersion Programs 203 Academic English and the Second-Language Learner 207 Relationship Between Academic and General English 211 EH Becoming a Responsive Teacher: Real-Life Practices That Enhance Literacy Development 214 Use of Dialects 218 Black English 219 EH Becoming a Responsive Teacher: Learning by Talking 220 Special Language Minority Populations 225 Bilingual-Bicultural Education for Deaf Students 225 Ora I ism 225 Total Communication 226 U.S. Indigenous Bilingual Students 230 Conclusion 234 Summary of Major Ideas 235 Extending Your Experience 237 Resources for Further Study 238 Chapter 6 Language, Culture, and Cognition 241 The Role of Culture in Cognition 243 Constructivism and Cognition 244 Language and Culture as Tools of Thought 246 A Foundation for Language Proficiency 247 An Assessment of Intelligence Testing 248 EH Becoming a Responsive Teacher: How Two Students Developed Through Collaborative Learning 252 School Reform-Standards-Based Accountability Assessments 255 Inappropriate Assessment of Limited-English-Proficient Students 256 Social Promotion Provisions Will Also Result in Disadvantages for Limited-English-Proficient Students 258 California's Accountability System Will Create Disadvantages for Limited- English-Proficient Students and Their Schools 259 VIII Contents Two Aspects of Effective Teaching in Culturally Diverse Classrooms That Focus on Language and Cognition 260 Instructional Discourse 261 Elements ofCood Classroom Discourse 263 Instructional Discourse for Diverse Students 265 Student Writing Development 269 РИ Becoming a Responsive Teacher: A Tapestry of Interaction 270 Conclusion 274 Summary of Major Ideas 276 Extending Your Experience 278 Resources for Further Study 278 Part Three The Educational Response 283 Chapter 7 The Effective Teacher: Preparation, Assessment, and Characteristics 284 The Current System of Professional Preparation and Assessment 286 Professional Credentialing of Teachers 287 Recommended Competencies for Teachers of Linguistically Diverse Students 289 Role of Bilingual Teachers 290 Role of ESL Teachers 292 Changes in Teacher-Preparation Programs 293 Shift to Site-Based Training 293 Characteristics of Effective Teachers of Culturally and Linguistically Diverse Students 297 Knowledge 298 Skills 299 РИ Becoming a Responsive Teacher. A Successful Practitioner in Math Disposition 303 Affect 304 PH Becoming a Responsive Teacher. How Do I Implement Interactive Parent/Family-Teacher Journals? 308 302 Effective Teaching and Learning 309 The Key Questions 310 The Principal's Role in Effective Schooling Integrity 312 Responsibility 314 Affect 315 312 Conclusion 316 Summary of Major Ideas 317 Extending Your Experience 319 Resources for Further Study 320 Contents Chapter 8 Effective Instruction of Linguistically and Culturally Diverse Children 322 ATheoretical Framework: Two Divergent Views 324 Characteristics of Effective Schools 325 The National School Reform Perspective 331 Effective Instructional Practices 335 РИ Becoming a Responsive Teacher. An Effective Teacher's Reflections, in Her Own Voice 336 The SBIF Study 340 The Garcia and Related Studies 342 High Levels of Communication 342 Integrated and Thematic Curriculum 343 Interactive Cross-Age Tutoring 343 Collaborative Learning 344 Language and Literacy 345 Crowing Practice Support for a Responsive Pedagogy 348 Watsonville, California 348 Chicago 349 Los Angeles 350 Milwaukee 3 51 Arlington, Virginia 351 San Clemente, California 351 Dearborn, Michigan 352 PH Becoming a Responsive Teacher: A Letter Home 352 Artesia, California 353 Conclusion 353 Summary of Major Ideas 355 Extending Your Experience 357 Resources for Further Study 357 Chapter 9 Educational Approaches at the Middle and Secondary School Level 361 Then and Now: A Personal Rendition of What Works 362 The Genesis of Project Theme 365 Project Theme: Principles and Strategies 366 Specific Activities of Project Theme 369 Professional Development for Teachers 369 Assessment Practices 369 Enhancement of Students' Academic Learning 370 Improvement of Students' Self-Esteem 370 The Results of Project Theme 371 Academic Achievement in Language, Reading, and Writing 371 Ethnographic Data on Students' Self-Concepts 372 Ethnic Identity 373 Positive Self-Esteem 373 Contents Future Aspirations 374 Academic Strategies and Perceptions About Schooling 377 Social Identity of Students and Parents 377 Math Achievement, Attitudes, and Self-Concepts 379 Long-Term Effects of the Project 380 The Conclusion of Research on Project Theme 381 Rethinking, Rebuilding, and Engaging Change at the High School Level 383 Project AVANCE 386 Reorganizing the Structure of the School 387 Outcomes of the AVANCE Intervention 388 Course Standards and Evaluation 389 Student-Cenerated Themes 390 Staff Networking 391 Effective Strategies and Practices 3 91 E3 Becoming a Responsive Teacher: Using Instructional Conversations for Content-Area Learning 392 Specially Designed Academic Instruction in English (SDAIE) 394 Learning from Project AVANCE 396 Programs That Work to Enhance College Participation 398 Student-Centered Programs 399 Early Outreach Partnerships by Colleges and Universities 399 MESA 399 School-Centered Programs 400 AVID: U n tracking Students 400 High School Puente 402 Implications for Intervention Programs 406 Conclusion 408 Summary of Major Ideas 409 Extending Your Experience 410 Resources for Further Study 411 Glossary 415 References 419 Index 447
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spelling	García, Eugene E. Verfasser aut Student cultural diversity understanding and meeting the challenge Eugene García 3rd ed. Boston u.a. Houghton Mifflin 2002 xvii, 455 p. ill. : 23 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 419-445) and index Erziehung Minderheit Children of minorities Education United States Minorities Education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Interkulturelle Erziehung (DE-588)4123440-6 s DE-604 Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015966613&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
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title_exact_search_txtP	Student cultural diversity understanding and meeting the challenge
title_full	Student cultural diversity understanding and meeting the challenge Eugene García
title_fullStr	Student cultural diversity understanding and meeting the challenge Eugene García
title_full_unstemmed	Student cultural diversity understanding and meeting the challenge Eugene García
title_short	Student cultural diversity
title_sort	student cultural diversity understanding and meeting the challenge
title_sub	understanding and meeting the challenge
topic	Erziehung Minderheit Children of minorities Education United States Minorities Education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd
topic_facet	Erziehung Minderheit Children of minorities Education United States Minorities Education United States Multicultural education United States Interkulturelle Erziehung USA
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015966613&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT garciaeugenee studentculturaldiversityunderstandingandmeetingthechallenge

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