Teaching and supporting migrant children in our schools: a culturally proficient approach
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lanham
Rowman & Littlefield
[2016]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xv, 178 Seiten Diagramme |
| ISBN: | 9781475821116 9781475821123 |
Internformat
MARC
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Foreword xi
Acknowledgments xv
PART I: TOOLS TO SUPPORT YOUR EFFECTIVE USE
OF THIS BOOK 1
1 Educating Children of Migrant Farmworkers:
An Introduction 5
Our Approach 6
Migrant Students as Assets 6
Changing Demography and Our Classrooms 7
Background, History, and Context of Migrant Education 9
Cultural Proficiency and Migrant Students 11
U.S. Migrant Education Programs and Services: An Overview 11
Supports for Migrant Students 15
Professional Learning in Support of Migrant Students 16
2 The Tools of Cultural Proficiency for Educator Use 19
From Why? To Inside-Out 20
YouTube Moment 21
The Tools of Cultural Proficiency 23
The Purpose and Function of the Tools 25
Esperanza County and Próxima Estación School District:
A Case Story
28
Contents
3 Learning Communities + Culturally Proficient
Leadership = Students from Migrant Families
Being Well Served 31
From Professional Development to Professional Learning 32
Culturally Proficient School Functions 33
Culturally Proficient Leadership and the Four School Functions 36
4 Educators’ Rubric for Inclusion and Support of Migrant
Education Students, Their Families, and Their Communities:
Moving beyond Rhetoric 41
Making Meaning of the Rubric 43
Making Meaning of the Rubric Activity 53
Cycles of Reflection 55
Your Role in Supporting Migrant Students and Their Families 57
PART II: ESSENTIAL ELEMENTS 59
5 Assessing Cultural Knowledge—From Self-Centered Learning
to Socially Just Student- and Community-Asset Learning 61
Assessing Cultural Knowledge 62
An Inquiry Activity 64
What Can We Do as Educators? 64
Culturally Relevant and Proficient Practices in Support of Migrant
Students and Their Families 66
Mindfulness Is Being Intentional 68
Inquiry II: Facilitating Your Schools’ Inside-Out Learning Process
about School Culture 68
Inquiry III: Facilitating My School’s Inside-Out Learning Process
about the Communities It Serves 69
The Rubric in Action: Assessing Cultural Knowledge for Inclusion
and Support of Migrant Education Students, Their Families,
and Communities 70
Vignette: Esperanza County and Próxima Estación School District 73
Planning and Providing for Professional Learning with a Socially
Just Focus for Educators Who Teach Migrant Students 77
6 Valuing Diversity Is Reflected in the Beliefs and Values
You and Your School Hold and How You Share
those Beliefs and Values with Your Community 81
Valuing Diversity 82
Valuing Diversity—To Provide Equitable Access and Inclusion 84
Valuing Diversity in Order to Attain Equitable Treatment 86
Contents ix
Valuing Diversity through Forging Family, School,
and Community Partnerships as Cultural Assets 87
Mindfulness 90
The Rubric in Action: Valuing Diversity for Inclusion and Support
of Migrant Education Students, Their Families,
and Their Communities 92
Vignette: Esperanza County and Próxima Estación
School District 94
Planning and Providing for Professional Learning with a Socially
Just Focus for Educators Who Teach Migrant Students 96
7 Managing the Dynamics of Difference to Make a Difference 99
Managing the Dynamics of Difference 101
Managing Difference: Experiencing Migrant Students’ Lives 102
Managing the Difference: From School Districts to Migrant
Students and Their Families 103
Mindfulness 105
My Inside-Out Learning Process 105
The Rubric in Action: Managing the Dynamics of Difference
for Inclusion and Support of Migrant Education Students,
Their Families, and Their Communities 106
Próxima Estación School District Case Story: Schools
within the District 108
8 Adapting to the Diversity as a Team in the Schools
and Communities We Serve 113
Adapting to Diversity as an Educator, a School Leader,
and as a Member of the Community We Live In 113
Mindfulness 118
My Inside-Out Learning Process 119
The Rubric in Action: Adapting to Diversity for Inclusion
and Support of Migrant Education Students, Their Families,
and Their Communities 119
Esperanza County and Próxima Estación School
District Case Story 120
Professional Community Learning (PCLs) for Educators
Who Teach Migrant Students 125
9 Institutionalizing Cultural Knowledge—For You, Your School,
and the Migrant Communities You Serve 129
Institutionalizing Cultural Knowledge for Me, My School,
and My Community as We Move Forward 130
X
Contents
Institutionalizing Cultural Knowledge as a Professional
Community Learning 130
Institutionalizing Cultural Knowledge Within the Migrant
Education Program Context 131
Transformative Learning Theory and Critical Reflection
as a Way to Institutionalizing Cultural Knowledge
in Our Actions and in Our Practice 132
The Rubric in Action: Institutionalizing Cultural Knowledge
for Inclusion and Support of Migrant Education Students,
Their Families, and Their Communities 136
Esperanza County and Próxima Estación School District 140
Professional Communities Learning Together in Institutionalizing
Cultural Knowledge 144
PART III: NEXT STEPS 147
10 Professional Communities Learning Together to Improve
Migrant Students’ Academic and Social Outcomes 149
Professional Learning 150
Professional Community Learning Strategy 151
Our Commitment to You and Migrant Students
and Their Families 157
Appendix 159
References 165
Index 171
About the Authors 177
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| title | Teaching and supporting migrant children in our schools a culturally proficient approach |
| title_auth | Teaching and supporting migrant children in our schools a culturally proficient approach |
| title_exact_search | Teaching and supporting migrant children in our schools a culturally proficient approach |
| title_full | Teaching and supporting migrant children in our schools a culturally proficient approach Reyes L. Quezada, Fernando Rodríguez-Valls, and Randall B. Lindsey |
| title_fullStr | Teaching and supporting migrant children in our schools a culturally proficient approach Reyes L. Quezada, Fernando Rodríguez-Valls, and Randall B. Lindsey |
| title_full_unstemmed | Teaching and supporting migrant children in our schools a culturally proficient approach Reyes L. Quezada, Fernando Rodríguez-Valls, and Randall B. Lindsey |
| title_short | Teaching and supporting migrant children in our schools |
| title_sort | teaching and supporting migrant children in our schools a culturally proficient approach |
| title_sub | a culturally proficient approach |
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