Breaking the silence: recognizing the social and cultural resources students bring to the classroom
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Newark, DE
International Reading Association
2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVII, 158 S. |
| ISBN: | 9780872074668 |
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| 245 | 1 | 0 | |a Breaking the silence |b recognizing the social and cultural resources students bring to the classroom |c Catherine Compton-Lilly, editor |
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| 650 | 4 | |a Critical pedagogy / United States | |
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Datensatz im Suchindex
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| adam_text | BREAKING THE SILENCE
/ COMPTON-LILLY, CATHERINE
: C2009
TABLE OF CONTENTS / INHALTSVERZEICHNIS
SOCIOCULTURAL CONSIDERATIONS FOR STUDENTS AND CLASSROOMS: THE CASE OF
ALICIA RODRIGUEZ / CATHERINE COMPTON-LILLY
PART I. CONSIDERATIONS FOR SOCIOCULTURAL TEACHING
NEW LITERACY STUDIES: LITERACY LEARNING THROUGH A SOCIOCULTURAL LENS /
JOANNE LARSON
DECONTEXTUALIZED LANGUAGE AND THE PROBLEM OF SCHOOL FAILURE / JAMES
PAUL GEE
O SAY, DO YOU SEE? : USING CRITICAL RACE THEORY TO INFORM ENGLISH
LANGUAGE ARTS INSTRUCTION / ARLETTE INGRAM WILLIS AND KIMBERLY N. PARKER
FIRST, DO NO HARM : A CAUTIONARY CONSIDERATION OF CLASSROOM RESEARCH
FROM A SOCIOCULTURAL PERSPECTIVE / DEBORAH APPLEMAN
CULTURAL-HISTORICAL APPROACHES TO LITERACY TEACHING AND LEARNING /
MARIANA PACHECO AND KRIS GUTIERREZ
PART II. WORKING WITH DIVERSE STUDENTS AND FAMILIES
UNPACKING THE SCIENCE FAIR: SOCIOCULTURAL APPROACHES TO TEACHING
ENGLISH-LANGUAGE LEARNERS / MARGARET HAWKINS AND KATHLEEN NICOLETTI
POSING, ENACTING, AND SOLVING LOCAL PROBLEMS IN A SECOND-GRADE
CLASSROOM: CRITICAL LITERACY AND MULTIMODALITY IN ACTION / MELISSA
MOSLEY AND REBECCA ROGERS
THIS IS HOW WE DO IT: HELPING TEACHERS UNDERSTAND CULTURALLY RELEVANT
PEDAGOGY IN DIVERSE CLASSROOMS / ADRIENNE D. DIXSON AND KENNETH J.
FASCHING-VARNER
DIVERSE FAMILIES, WELCOMING SCHOOLS: CREATING PARTNERSHIPS THAT SUPPORT
LEARNING / JOBETH ALLEN
BASKETBALL, RAP, AND SMACKDOWN: POPULAR CULTURE AND LITERACY LEARNING /
CATHERINE COMPTON-LILLY
CONCLUSION / CATHERINE COMPTON-LILLY.
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
|
| adam_txt |
BREAKING THE SILENCE
/ COMPTON-LILLY, CATHERINE
: C2009
TABLE OF CONTENTS / INHALTSVERZEICHNIS
SOCIOCULTURAL CONSIDERATIONS FOR STUDENTS AND CLASSROOMS: THE CASE OF
ALICIA RODRIGUEZ / CATHERINE COMPTON-LILLY
PART I. CONSIDERATIONS FOR SOCIOCULTURAL TEACHING
NEW LITERACY STUDIES: LITERACY LEARNING THROUGH A SOCIOCULTURAL LENS /
JOANNE LARSON
"DECONTEXTUALIZED LANGUAGE" AND THE PROBLEM OF SCHOOL FAILURE / JAMES
PAUL GEE
"O SAY, DO YOU SEE?": USING CRITICAL RACE THEORY TO INFORM ENGLISH
LANGUAGE ARTS INSTRUCTION / ARLETTE INGRAM WILLIS AND KIMBERLY N. PARKER
"FIRST, DO NO HARM": A CAUTIONARY CONSIDERATION OF CLASSROOM RESEARCH
FROM A SOCIOCULTURAL PERSPECTIVE / DEBORAH APPLEMAN
CULTURAL-HISTORICAL APPROACHES TO LITERACY TEACHING AND LEARNING /
MARIANA PACHECO AND KRIS GUTIERREZ
PART II. WORKING WITH DIVERSE STUDENTS AND FAMILIES
UNPACKING THE SCIENCE FAIR: SOCIOCULTURAL APPROACHES TO TEACHING
ENGLISH-LANGUAGE LEARNERS / MARGARET HAWKINS AND KATHLEEN NICOLETTI
POSING, ENACTING, AND SOLVING LOCAL PROBLEMS IN A SECOND-GRADE
CLASSROOM: CRITICAL LITERACY AND MULTIMODALITY IN ACTION / MELISSA
MOSLEY AND REBECCA ROGERS
THIS IS HOW WE DO IT: HELPING TEACHERS UNDERSTAND CULTURALLY RELEVANT
PEDAGOGY IN DIVERSE CLASSROOMS / ADRIENNE D. DIXSON AND KENNETH J.
FASCHING-VARNER
DIVERSE FAMILIES, WELCOMING SCHOOLS: CREATING PARTNERSHIPS THAT SUPPORT
LEARNING / JOBETH ALLEN
BASKETBALL, RAP, AND SMACKDOWN: POPULAR CULTURE AND LITERACY LEARNING /
CATHERINE COMPTON-LILLY
CONCLUSION / CATHERINE COMPTON-LILLY.
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT. |
| any_adam_object | 1 |
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| callnumber-label | LC1099 |
| callnumber-raw | LC1099.3 |
| callnumber-search | LC1099.3 |
| callnumber-sort | LC 41099.3 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DO 9002 |
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| spellingShingle | Breaking the silence recognizing the social and cultural resources students bring to the classroom Multicultural education / United States Critical pedagogy / United States Critical pedagogy United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
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| title | Breaking the silence recognizing the social and cultural resources students bring to the classroom |
| title_auth | Breaking the silence recognizing the social and cultural resources students bring to the classroom |
| title_exact_search | Breaking the silence recognizing the social and cultural resources students bring to the classroom |
| title_exact_search_txtP | Breaking the silence recognizing the social and cultural resources students bring to the classroom |
| title_full | Breaking the silence recognizing the social and cultural resources students bring to the classroom Catherine Compton-Lilly, editor |
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| title_full_unstemmed | Breaking the silence recognizing the social and cultural resources students bring to the classroom Catherine Compton-Lilly, editor |
| title_short | Breaking the silence |
| title_sort | breaking the silence recognizing the social and cultural resources students bring to the classroom |
| title_sub | recognizing the social and cultural resources students bring to the classroom |
| topic | Multicultural education / United States Critical pedagogy / United States Critical pedagogy United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
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