Developing critical cultural competence :: a guide for 21st-century educators /
This work outlines a professional development programme to raise staff's cultural competence to teach diverse students. Teachers can increase understanding of themselves, their students, and their families.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif. :
Corwin Press,
©2011.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This work outlines a professional development programme to raise staff's cultural competence to teach diverse students. Teachers can increase understanding of themselves, their students, and their families. |
| Beschreibung: | "Includes online facilitator toolkit." Machine generated contents note: AcknowledgmentsAbout the AuthorsForewordPreface Why do we need this book? What is Critical Cultural Competence? Who is this book for? How is this book different from other books about diversity and multicultural education? Organization and Special Features of This Book ConclusionIntroduction: What Do We Need to Do to Prepare Teachers for Today's Diverse Classrooms? Why do we need educators with critical cultural competence in today's schools? How can we move professional development ABOUT diversity "beyond knowledge."? Who are we in this thing called diversity? How do we leverage assets of students, families and communities? Bringing It All Together Summary of Key Points Reflection and Extension1. Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms? Introduction Common Goals for Multicultural Education Foundational Understandings about Diversity Milner's Five Conceptual Repertoires of Diversity Empathy vs. Sympathy Strength-based Approach Materials and Resources Textbooks Historical and Contemporary Videos Online Learning Resources Guest Speakers Other Commonly Used Activities and Approaches Discussions and Reflection Case Studies and Case Discussions Book Clubs Activity 1-1: Book Club Jigsaw Activity Activity 1-2. The Game of Monopoly(TM) Empathy Activities Summary of Key Points Reflection and Extension Online Extensions2. Who I Am: How Can We Understand Ourselves as Cultural Beings? Introduction Exploring Personal Characteristics and Beliefs Activity 2-1: Autobiographies Activity 2-2: Educational Philosophy Activity 2-3: All about Me Activities Activity 2-4: It's All in a Picture and A Snapshot of Me Activities Revealing Beliefs and Identities to Others Activity 2-5: Intercultural Autograph Hunt Activity 2-6: Bio Poems Activity 2-7: The Privilege Walk Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)3. Moving from Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities? Introduction Activity 3-1: Visioning Activity 3-2: Personal Practical Theories (PPTs) Activity 3-3: Action Research Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)4. How do We Prepare Educators to Understand and Appreciate Student Diversity? Introduction From Understanding Diversity to Appreciating Diversity Activity 4-1: Diversity Fact Sheets Activity 4-2: Website Reviews Activity 4-3: Interactive Survey Activity 4-4: Description, Interpretation, and Evaluation Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)5. From Critical Awareness to Transformative Action: How do We Prepare Educators to Become Cultural Brokers for Student Success? Introduction From Critical Awareness to Transformative Action Cross-cultural Competence and Critical Self-Reflection Activity 5-1: Active Listening Activity 5-2: Classroom Observation Analysis Activity 5-3: ABC's Project Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)6. Learning about the Community: How Can We Learn More ABOUT Parents and Families? Introduction Standards-based Reform Benefits of Invoving Parents and Families in Schools Traditional Ways of Involving Parents in Schools Non-traditional Approaches to Parent and Involvement Barriers and Facilitators to Involvement Extending Traditional Approaches to Parent and Family Involvement Activity 6-1: Touring the Neighborhood "The Do's and Don'ts Activity 6-2: Home Visits at the Beginning of the School Year Activity 6-3: Preparing for the First Parent Conference Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)7. Community-Based Learning: How Can We Learn FROM Parents, Families, and Communities? Introduction How diverse are families and our communities? Partnering with Parents, Families, and Communities What is community-based learning? Community-Based Learning Activities Activity 7-1: Home-Community Camera Adventure Activity 7-2: Walking a Mile in Another's Shoes Transformative Effects of Community Adventures Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)8. Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities? Introduction Connecting Culturally Responsive Pedagogy and Critical Cultural Competence Taking Risks to Develop Critical Cultural Competence Inspiring Critical Reflection and Awareness Transforming Professional Practice Using Rogers' Adoption of Innovation Theory Using the Concerns Based Adoption Model (CBAM) Planning for Professional Development Before We Start Pre/Post Assessment Follow Up Summary of Key Points A Final Word Additional Resources Reflection and Extension Online ExtensionsReferencesIndex. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 1452268851 9781452268859 9781452275420 1452275424 9781452269276 1452269270 |
Internformat
MARC
| LEADER | 00000cam a2200000Ma 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EDU-ocn840404155 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 130407s2011 caua ob 001 0 eng d | ||
| 010 | |z 2011025626 | ||
| 040 | |a AUW |b eng |e pn |c AUW |d OCLCO |d E7B |d OTZ |d GGVRL |d OCLCF |d OCLCO |d COO |d YDXCP |d IDEBK |d NLE |d EBLCP |d N$T |d DEBSZ |d OCLCQ |d VT2 |d OCLCQ |d MERUC |d OCLCQ |d SGPBL |d MNS |d U3W |d INT |d UKMGB |d OCLCQ |d LEAUB |d UPM |d UKAHL |d OL$ |d OCLCQ |d VLY |d K6U |d VLB |d OCLCO |d OCLCQ |d OCLCO |d OCLCL |d SXB |d OCLCQ | ||
| 015 | |a GBB6G9942 |2 bnb | ||
| 016 | 7 | |a 015830517 |2 Uk | |
| 016 | 7 | |a 017503979 |2 Uk | |
| 019 | |a 836406999 |a 860432652 |a 964927205 |a 971093246 |a 1017978111 |a 1055324974 |a 1061051352 |a 1110319033 |a 1111817361 |a 1144507018 |a 1162043270 |a 1162789332 |a 1235837327 | ||
| 020 | |a 1452268851 |q (electronic bk.) | ||
| 020 | |a 9781452268859 |q (electronic bk.) | ||
| 020 | |a 9781452275420 |q (ebook) | ||
| 020 | |a 1452275424 |q (ebook) | ||
| 020 | |a 9781452269276 | ||
| 020 | |a 1452269270 | ||
| 020 | |z 1412996252 |q (pbk.) | ||
| 020 | |z 9781412996259 |q (pbk.) | ||
| 035 | |a (OCoLC)840404155 |z (OCoLC)836406999 |z (OCoLC)860432652 |z (OCoLC)964927205 |z (OCoLC)971093246 |z (OCoLC)1017978111 |z (OCoLC)1055324974 |z (OCoLC)1061051352 |z (OCoLC)1110319033 |z (OCoLC)1111817361 |z (OCoLC)1144507018 |z (OCoLC)1162043270 |z (OCoLC)1162789332 |z (OCoLC)1235837327 | ||
| 037 | |a 9781452269276 |b Ingram Content Group | ||
| 043 | |a n-us--- | ||
| 050 | 4 | |a LC1099.3 |b .C665 2011eb | |
| 072 | 7 | |a EDU |x 020000 |2 bisacsh | |
| 082 | 7 | |a 370.1170973 |2 23 | |
| 084 | |a EDU032000 |2 bisacsh | ||
| 049 | |a MAIN | ||
| 100 | 1 | |a Cooper, Jewell E. | |
| 245 | 1 | 0 | |a Developing critical cultural competence : |b a guide for 21st-century educators / |c Jewell E. Cooper, Ye He, Barbara B. Levin ; foreword by Christine Sleeter. |
| 260 | |a Thousand Oaks, Calif. : |b Corwin Press, |c ©2011. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 500 | |a "Includes online facilitator toolkit." | ||
| 504 | |a Includes bibliographical references and index. | ||
| 500 | |a Machine generated contents note: AcknowledgmentsAbout the AuthorsForewordPreface Why do we need this book? What is Critical Cultural Competence? Who is this book for? How is this book different from other books about diversity and multicultural education? Organization and Special Features of This Book ConclusionIntroduction: What Do We Need to Do to Prepare Teachers for Today's Diverse Classrooms? Why do we need educators with critical cultural competence in today's schools? How can we move professional development ABOUT diversity "beyond knowledge."? Who are we in this thing called diversity? How do we leverage assets of students, families and communities? Bringing It All Together Summary of Key Points Reflection and Extension1. Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms? Introduction Common Goals for Multicultural Education Foundational Understandings about Diversity Milner's Five Conceptual Repertoires of Diversity Empathy vs. Sympathy Strength-based Approach Materials and Resources Textbooks Historical and Contemporary Videos Online Learning Resources Guest Speakers Other Commonly Used Activities and Approaches Discussions and Reflection Case Studies and Case Discussions Book Clubs Activity 1-1: Book Club Jigsaw Activity Activity 1-2. The Game of Monopoly(TM) Empathy Activities Summary of Key Points Reflection and Extension Online Extensions2. Who I Am: How Can We Understand Ourselves as Cultural Beings? Introduction Exploring Personal Characteristics and Beliefs Activity 2-1: Autobiographies Activity 2-2: Educational Philosophy Activity 2-3: All about Me Activities Activity 2-4: It's All in a Picture and A Snapshot of Me Activities Revealing Beliefs and Identities to Others Activity 2-5: Intercultural Autograph Hunt Activity 2-6: Bio Poems Activity 2-7: The Privilege Walk Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)3. Moving from Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities? Introduction Activity 3-1: Visioning Activity 3-2: Personal Practical Theories (PPTs) Activity 3-3: Action Research Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)4. How do We Prepare Educators to Understand and Appreciate Student Diversity? Introduction From Understanding Diversity to Appreciating Diversity Activity 4-1: Diversity Fact Sheets Activity 4-2: Website Reviews Activity 4-3: Interactive Survey Activity 4-4: Description, Interpretation, and Evaluation Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)5. From Critical Awareness to Transformative Action: How do We Prepare Educators to Become Cultural Brokers for Student Success? Introduction From Critical Awareness to Transformative Action Cross-cultural Competence and Critical Self-Reflection Activity 5-1: Active Listening Activity 5-2: Classroom Observation Analysis Activity 5-3: ABC's Project Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)6. Learning about the Community: How Can We Learn More ABOUT Parents and Families? Introduction Standards-based Reform Benefits of Invoving Parents and Families in Schools Traditional Ways of Involving Parents in Schools Non-traditional Approaches to Parent and Involvement Barriers and Facilitators to Involvement Extending Traditional Approaches to Parent and Family Involvement Activity 6-1: Touring the Neighborhood "The Do's and Don'ts Activity 6-2: Home Visits at the Beginning of the School Year Activity 6-3: Preparing for the First Parent Conference Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)7. Community-Based Learning: How Can We Learn FROM Parents, Families, and Communities? Introduction How diverse are families and our communities? Partnering with Parents, Families, and Communities What is community-based learning? Community-Based Learning Activities Activity 7-1: Home-Community Camera Adventure Activity 7-2: Walking a Mile in Another's Shoes Transformative Effects of Community Adventures Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)8. Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities? Introduction Connecting Culturally Responsive Pedagogy and Critical Cultural Competence Taking Risks to Develop Critical Cultural Competence Inspiring Critical Reflection and Awareness Transforming Professional Practice Using Rogers' Adoption of Innovation Theory Using the Concerns Based Adoption Model (CBAM) Planning for Professional Development Before We Start Pre/Post Assessment Follow Up Summary of Key Points A Final Word Additional Resources Reflection and Extension Online ExtensionsReferencesIndex. | ||
| 505 | 0 | |a Foreword -- Preface -- Acknowledgments -- About the authors -- Introduction: what do we need to do to prepare teachers for today's diverse classrooms? | |
| 505 | 8 | |a 2. Who I am: how can we understand ourselves as cultural beings? -- Introduction -- Exploring personal characteristics and beliefs. Activity 2.1: autobiographies ; Activity 2.2: educational philosophy ; Activity 2.3: All about me activities -- Activity 2.4: It's all in a picture and a snapshot of me activities -- Revealing beliefs and identities to others. Activity 2.5: intercultural autograph hunt ; Activity 2.6: Bio-poems ; Activity 2.7: the privilege walk -- Summary of key points -- Reflection and extension -- Additional resources -- Online extensions -- Focus for professional learning communities. | |
| 505 | 8 | |a 3. Moving from beliefs and visions to action: how can we link our personal and professional Identities? -- Introduction. activity 3.1: visioning ; Activity 3.2: personal practical theories (PPTs) ; Activity 3.3: Action research -- Summary of Key Points -- Reflection and Extension -- Additional Resources -- Online extensions -- Focus for professional learning communities (PLCs). | |
| 505 | 8 | |a 4. How do We Prepare Educators to Understand and Appreciate Student Diversity? -- Introduction -- From understanding diversity to appreciating diversity. Activity 4.1: diversity fact sheets ; Activity 4.2: website reviews ; Activity 4.3: interactive survey activity ; 4.4: description, interpretation, and evaluation -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). | |
| 505 | 8 | |a 5. From critical awareness to transformative action: how do we prepare educators to become cultural brokers for student success? -- Introduction -- From critical awareness to transformative action -- Cross-cultural competence and critical self-reflection. Activity 5.1: active listening ; Activity 5.2: classroom observation analysis ; Activity 5.3: ABCs project -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). | |
| 505 | 8 | |a 6. Learning about the Community: how can we learn more about parents and families? -- Introduction -- Standards-based reform -- Benefits of invoving parents and families in schools -- Traditional ways of involving parents in schools -- Non-traditionalapproaches to parents and involvement -- Barriers and facilitators to involvement -- Extending traditional approaches to parent and family involvement. Activity 6.1: touring the neighborhood -- the do's and don'ts ; Activity 6.2: home visits at the beginning of the school year ; Activity 6.3: preparing for the first parent conference -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). | |
| 505 | 8 | |a 7. Community-based learning: how can we learn from parents, families, and communities? -- Introduction -- How diverse are families and our communities? -- Partnering with parents, families, and communities -- What is community-based learning? -- Community-Based Learning Activities. Activity 7.1: home-community camera adventure ; Activity 7.2: walking a mile in another's shoes -- Transformative effects of community adventures -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). | |
| 505 | 8 | |a 8. Bringing it all together: how do we maximize teaching and learning opportunities? -- Introduction -- Connecting culturally responsive pedagogy and critical cultural competence -- Taking risks to develop critical cultural competence -- Inspiring critical reflection and awareness -- Transforming professional practice. Using Rogers' Adoption of Innovation Theory ; Using the Concerns Based Adoption Model (CBAM) -- Planning for Professional Development -- Before we start -- Pre- and postassessment ; Follow-up -- Summary of key points -- Final words -- Additional resources -- Reflection and extension -- Online extensions -- References -- Index. | |
| 588 | 0 | |a Print version record. | |
| 520 | 8 | |a This work outlines a professional development programme to raise staff's cultural competence to teach diverse students. Teachers can increase understanding of themselves, their students, and their families. | |
| 546 | |a English. | ||
| 650 | 0 | |a Multicultural education |z United States. | |
| 650 | 0 | |a Cultural competence |z United States. | |
| 650 | 0 | |a Teachers |x Training of |z United States. |0 http://id.loc.gov/authorities/subjects/sh85133001 | |
| 650 | 6 | |a Éducation interculturelle |z États-Unis. | |
| 650 | 6 | |a Compétence culturelle |z États-Unis. | |
| 650 | 6 | |a Enseignants |x Formation |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Multicultural Education. |2 bisacsh | |
| 650 | 7 | |a Cultural competence |2 fast | |
| 650 | 7 | |a Multicultural education |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a He, Ye, |c Dr. |1 https://id.oclc.org/worldcat/entity/E39PCjKjKBbkHGDGQY87ytT3ry |0 http://id.loc.gov/authorities/names/n2011048286 | |
| 700 | 1 | |a Levin, Barbara B. | |
| 758 | |i has work: |a Developing critical cultural competence (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGccyH94RG9VVMgxPXY4C3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Cooper, Jewell E. |t Developing critical cultural competence. |d Thousand Oaks, Calif. : Corwin Press, ©2011 |z 1412996252 |z 9781412996259 |w (DLC) 2011025626 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EDU |q FWS_PDA_EDU |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=562159 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH29993734 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH24367703 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL1051664 | ||
| 938 | |a ebrary |b EBRY |n ebr10684277 | ||
| 938 | |a EBSCOhost |b EBSC |n 562159 | ||
| 938 | |a Cengage Learning |b GVRL |n GVRL6RIS | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis24019813 | ||
| 938 | |a Sage Publications |b SAGE |n EDZ0000104438 | ||
| 938 | |a YBP Library Services |b YANK |n 10930924 | ||
| 938 | |a YBP Library Services |b YANK |n 10407473 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EDU | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn840404155 |
|---|---|
| _version_ | 1816797223400243200 |
| adam_text | |
| any_adam_object | |
| author | Cooper, Jewell E. |
| author2 | He, Ye, Dr Levin, Barbara B. |
| author2_role | |
| author2_variant | y h yh b b l bb bbl |
| author_GND | http://id.loc.gov/authorities/names/n2011048286 |
| author_facet | Cooper, Jewell E. He, Ye, Dr Levin, Barbara B. |
| author_role | |
| author_sort | Cooper, Jewell E. |
| author_variant | j e c je jec |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC1099 |
| callnumber-raw | LC1099.3 .C665 2011eb |
| callnumber-search | LC1099.3 .C665 2011eb |
| callnumber-sort | LC 41099.3 C665 42011EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EDU |
| contents | Foreword -- Preface -- Acknowledgments -- About the authors -- Introduction: what do we need to do to prepare teachers for today's diverse classrooms? 2. Who I am: how can we understand ourselves as cultural beings? -- Introduction -- Exploring personal characteristics and beliefs. Activity 2.1: autobiographies ; Activity 2.2: educational philosophy ; Activity 2.3: All about me activities -- Activity 2.4: It's all in a picture and a snapshot of me activities -- Revealing beliefs and identities to others. Activity 2.5: intercultural autograph hunt ; Activity 2.6: Bio-poems ; Activity 2.7: the privilege walk -- Summary of key points -- Reflection and extension -- Additional resources -- Online extensions -- Focus for professional learning communities. 3. Moving from beliefs and visions to action: how can we link our personal and professional Identities? -- Introduction. activity 3.1: visioning ; Activity 3.2: personal practical theories (PPTs) ; Activity 3.3: Action research -- Summary of Key Points -- Reflection and Extension -- Additional Resources -- Online extensions -- Focus for professional learning communities (PLCs). 4. How do We Prepare Educators to Understand and Appreciate Student Diversity? -- Introduction -- From understanding diversity to appreciating diversity. Activity 4.1: diversity fact sheets ; Activity 4.2: website reviews ; Activity 4.3: interactive survey activity ; 4.4: description, interpretation, and evaluation -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 5. From critical awareness to transformative action: how do we prepare educators to become cultural brokers for student success? -- Introduction -- From critical awareness to transformative action -- Cross-cultural competence and critical self-reflection. Activity 5.1: active listening ; Activity 5.2: classroom observation analysis ; Activity 5.3: ABCs project -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 6. Learning about the Community: how can we learn more about parents and families? -- Introduction -- Standards-based reform -- Benefits of invoving parents and families in schools -- Traditional ways of involving parents in schools -- Non-traditionalapproaches to parents and involvement -- Barriers and facilitators to involvement -- Extending traditional approaches to parent and family involvement. Activity 6.1: touring the neighborhood -- the do's and don'ts ; Activity 6.2: home visits at the beginning of the school year ; Activity 6.3: preparing for the first parent conference -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 7. Community-based learning: how can we learn from parents, families, and communities? -- Introduction -- How diverse are families and our communities? -- Partnering with parents, families, and communities -- What is community-based learning? -- Community-Based Learning Activities. Activity 7.1: home-community camera adventure ; Activity 7.2: walking a mile in another's shoes -- Transformative effects of community adventures -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 8. Bringing it all together: how do we maximize teaching and learning opportunities? -- Introduction -- Connecting culturally responsive pedagogy and critical cultural competence -- Taking risks to develop critical cultural competence -- Inspiring critical reflection and awareness -- Transforming professional practice. Using Rogers' Adoption of Innovation Theory ; Using the Concerns Based Adoption Model (CBAM) -- Planning for Professional Development -- Before we start -- Pre- and postassessment ; Follow-up -- Summary of key points -- Final words -- Additional resources -- Reflection and extension -- Online extensions -- References -- Index. |
| ctrlnum | (OCoLC)840404155 |
| dewey-full | 370.1170973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.1170973 |
| dewey-search | 370.1170973 |
| dewey-sort | 3370.1170973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>13479cam a2200937Ma 4500</leader><controlfield tag="001">ZDB-4-EDU-ocn840404155</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |n|||||||||</controlfield><controlfield tag="008">130407s2011 caua ob 001 0 eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="z"> 2011025626</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">AUW</subfield><subfield code="b">eng</subfield><subfield code="e">pn</subfield><subfield code="c">AUW</subfield><subfield code="d">OCLCO</subfield><subfield code="d">E7B</subfield><subfield code="d">OTZ</subfield><subfield code="d">GGVRL</subfield><subfield code="d">OCLCF</subfield><subfield code="d">OCLCO</subfield><subfield code="d">COO</subfield><subfield code="d">YDXCP</subfield><subfield code="d">IDEBK</subfield><subfield code="d">NLE</subfield><subfield code="d">EBLCP</subfield><subfield code="d">N$T</subfield><subfield code="d">DEBSZ</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">VT2</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">MERUC</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">SGPBL</subfield><subfield code="d">MNS</subfield><subfield code="d">U3W</subfield><subfield code="d">INT</subfield><subfield code="d">UKMGB</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">LEAUB</subfield><subfield code="d">UPM</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OL$</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">VLY</subfield><subfield code="d">K6U</subfield><subfield code="d">VLB</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">SXB</subfield><subfield code="d">OCLCQ</subfield></datafield><datafield tag="015" ind1=" " ind2=" "><subfield code="a">GBB6G9942</subfield><subfield code="2">bnb</subfield></datafield><datafield tag="016" ind1="7" ind2=" "><subfield code="a">015830517</subfield><subfield code="2">Uk</subfield></datafield><datafield tag="016" ind1="7" ind2=" "><subfield code="a">017503979</subfield><subfield code="2">Uk</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">836406999</subfield><subfield code="a">860432652</subfield><subfield code="a">964927205</subfield><subfield code="a">971093246</subfield><subfield code="a">1017978111</subfield><subfield code="a">1055324974</subfield><subfield code="a">1061051352</subfield><subfield code="a">1110319033</subfield><subfield code="a">1111817361</subfield><subfield code="a">1144507018</subfield><subfield code="a">1162043270</subfield><subfield code="a">1162789332</subfield><subfield code="a">1235837327</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1452268851</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781452268859</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781452275420</subfield><subfield code="q">(ebook)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1452275424</subfield><subfield code="q">(ebook)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781452269276</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1452269270</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1412996252</subfield><subfield code="q">(pbk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781412996259</subfield><subfield code="q">(pbk.)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)840404155</subfield><subfield code="z">(OCoLC)836406999</subfield><subfield code="z">(OCoLC)860432652</subfield><subfield code="z">(OCoLC)964927205</subfield><subfield code="z">(OCoLC)971093246</subfield><subfield code="z">(OCoLC)1017978111</subfield><subfield code="z">(OCoLC)1055324974</subfield><subfield code="z">(OCoLC)1061051352</subfield><subfield code="z">(OCoLC)1110319033</subfield><subfield code="z">(OCoLC)1111817361</subfield><subfield code="z">(OCoLC)1144507018</subfield><subfield code="z">(OCoLC)1162043270</subfield><subfield code="z">(OCoLC)1162789332</subfield><subfield code="z">(OCoLC)1235837327</subfield></datafield><datafield tag="037" ind1=" " ind2=" "><subfield code="a">9781452269276</subfield><subfield code="b">Ingram Content Group</subfield></datafield><datafield tag="043" ind1=" " ind2=" "><subfield code="a">n-us---</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LC1099.3</subfield><subfield code="b">.C665 2011eb</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">020000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">370.1170973</subfield><subfield code="2">23</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">EDU032000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Cooper, Jewell E.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Developing critical cultural competence :</subfield><subfield code="b">a guide for 21st-century educators /</subfield><subfield code="c">Jewell E. Cooper, Ye He, Barbara B. Levin ; foreword by Christine Sleeter.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">Thousand Oaks, Calif. :</subfield><subfield code="b">Corwin Press,</subfield><subfield code="c">©2011.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">"Includes online facilitator toolkit."</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Machine generated contents note: AcknowledgmentsAbout the AuthorsForewordPreface Why do we need this book? What is Critical Cultural Competence? Who is this book for? How is this book different from other books about diversity and multicultural education? Organization and Special Features of This Book ConclusionIntroduction: What Do We Need to Do to Prepare Teachers for Today's Diverse Classrooms? Why do we need educators with critical cultural competence in today's schools? How can we move professional development ABOUT diversity "beyond knowledge."? Who are we in this thing called diversity? How do we leverage assets of students, families and communities? Bringing It All Together Summary of Key Points Reflection and Extension1. Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms? Introduction Common Goals for Multicultural Education Foundational Understandings about Diversity Milner's Five Conceptual Repertoires of Diversity Empathy vs. Sympathy Strength-based Approach Materials and Resources Textbooks Historical and Contemporary Videos Online Learning Resources Guest Speakers Other Commonly Used Activities and Approaches Discussions and Reflection Case Studies and Case Discussions Book Clubs Activity 1-1: Book Club Jigsaw Activity Activity 1-2. The Game of Monopoly(TM) Empathy Activities Summary of Key Points Reflection and Extension Online Extensions2. Who I Am: How Can We Understand Ourselves as Cultural Beings? Introduction Exploring Personal Characteristics and Beliefs Activity 2-1: Autobiographies Activity 2-2: Educational Philosophy Activity 2-3: All about Me Activities Activity 2-4: It's All in a Picture and A Snapshot of Me Activities Revealing Beliefs and Identities to Others Activity 2-5: Intercultural Autograph Hunt Activity 2-6: Bio Poems Activity 2-7: The Privilege Walk Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)3. Moving from Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities? Introduction Activity 3-1: Visioning Activity 3-2: Personal Practical Theories (PPTs) Activity 3-3: Action Research Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)4. How do We Prepare Educators to Understand and Appreciate Student Diversity? Introduction From Understanding Diversity to Appreciating Diversity Activity 4-1: Diversity Fact Sheets Activity 4-2: Website Reviews Activity 4-3: Interactive Survey Activity 4-4: Description, Interpretation, and Evaluation Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)5. From Critical Awareness to Transformative Action: How do We Prepare Educators to Become Cultural Brokers for Student Success? Introduction From Critical Awareness to Transformative Action Cross-cultural Competence and Critical Self-Reflection Activity 5-1: Active Listening Activity 5-2: Classroom Observation Analysis Activity 5-3: ABC's Project Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)6. Learning about the Community: How Can We Learn More ABOUT Parents and Families? Introduction Standards-based Reform Benefits of Invoving Parents and Families in Schools Traditional Ways of Involving Parents in Schools Non-traditional Approaches to Parent and Involvement Barriers and Facilitators to Involvement Extending Traditional Approaches to Parent and Family Involvement Activity 6-1: Touring the Neighborhood "The Do's and Don'ts Activity 6-2: Home Visits at the Beginning of the School Year Activity 6-3: Preparing for the First Parent Conference Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)7. Community-Based Learning: How Can We Learn FROM Parents, Families, and Communities? Introduction How diverse are families and our communities? Partnering with Parents, Families, and Communities What is community-based learning? Community-Based Learning Activities Activity 7-1: Home-Community Camera Adventure Activity 7-2: Walking a Mile in Another's Shoes Transformative Effects of Community Adventures Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)8. Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities? Introduction Connecting Culturally Responsive Pedagogy and Critical Cultural Competence Taking Risks to Develop Critical Cultural Competence Inspiring Critical Reflection and Awareness Transforming Professional Practice Using Rogers' Adoption of Innovation Theory Using the Concerns Based Adoption Model (CBAM) Planning for Professional Development Before We Start Pre/Post Assessment Follow Up Summary of Key Points A Final Word Additional Resources Reflection and Extension Online ExtensionsReferencesIndex.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Foreword -- Preface -- Acknowledgments -- About the authors -- Introduction: what do we need to do to prepare teachers for today's diverse classrooms?</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2. Who I am: how can we understand ourselves as cultural beings? -- Introduction -- Exploring personal characteristics and beliefs. Activity 2.1: autobiographies ; Activity 2.2: educational philosophy ; Activity 2.3: All about me activities -- Activity 2.4: It's all in a picture and a snapshot of me activities -- Revealing beliefs and identities to others. Activity 2.5: intercultural autograph hunt ; Activity 2.6: Bio-poems ; Activity 2.7: the privilege walk -- Summary of key points -- Reflection and extension -- Additional resources -- Online extensions -- Focus for professional learning communities.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3. Moving from beliefs and visions to action: how can we link our personal and professional Identities? -- Introduction. activity 3.1: visioning ; Activity 3.2: personal practical theories (PPTs) ; Activity 3.3: Action research -- Summary of Key Points -- Reflection and Extension -- Additional Resources -- Online extensions -- Focus for professional learning communities (PLCs).</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4. How do We Prepare Educators to Understand and Appreciate Student Diversity? -- Introduction -- From understanding diversity to appreciating diversity. Activity 4.1: diversity fact sheets ; Activity 4.2: website reviews ; Activity 4.3: interactive survey activity ; 4.4: description, interpretation, and evaluation -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs).</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">5. From critical awareness to transformative action: how do we prepare educators to become cultural brokers for student success? -- Introduction -- From critical awareness to transformative action -- Cross-cultural competence and critical self-reflection. Activity 5.1: active listening ; Activity 5.2: classroom observation analysis ; Activity 5.3: ABCs project -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs).</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">6. Learning about the Community: how can we learn more about parents and families? -- Introduction -- Standards-based reform -- Benefits of invoving parents and families in schools -- Traditional ways of involving parents in schools -- Non-traditionalapproaches to parents and involvement -- Barriers and facilitators to involvement -- Extending traditional approaches to parent and family involvement. Activity 6.1: touring the neighborhood -- the do's and don'ts ; Activity 6.2: home visits at the beginning of the school year ; Activity 6.3: preparing for the first parent conference -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs).</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">7. Community-based learning: how can we learn from parents, families, and communities? -- Introduction -- How diverse are families and our communities? -- Partnering with parents, families, and communities -- What is community-based learning? -- Community-Based Learning Activities. Activity 7.1: home-community camera adventure ; Activity 7.2: walking a mile in another's shoes -- Transformative effects of community adventures -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs).</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">8. Bringing it all together: how do we maximize teaching and learning opportunities? -- Introduction -- Connecting culturally responsive pedagogy and critical cultural competence -- Taking risks to develop critical cultural competence -- Inspiring critical reflection and awareness -- Transforming professional practice. Using Rogers' Adoption of Innovation Theory ; Using the Concerns Based Adoption Model (CBAM) -- Planning for Professional Development -- Before we start -- Pre- and postassessment ; Follow-up -- Summary of key points -- Final words -- Additional resources -- Reflection and extension -- Online extensions -- References -- Index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="520" ind1="8" ind2=" "><subfield code="a">This work outlines a professional development programme to raise staff's cultural competence to teach diverse students. Teachers can increase understanding of themselves, their students, and their families.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Multicultural education</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Cultural competence</subfield><subfield code="z">United States.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Teachers</subfield><subfield code="x">Training of</subfield><subfield code="z">United States.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85133001</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Éducation interculturelle</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Compétence culturelle</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Enseignants</subfield><subfield code="x">Formation</subfield><subfield code="z">États-Unis.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Multicultural Education.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Cultural competence</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Multicultural education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teachers</subfield><subfield code="x">Training of</subfield><subfield code="2">fast</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">United States</subfield><subfield code="2">fast</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">He, Ye,</subfield><subfield code="c">Dr.</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCjKjKBbkHGDGQY87ytT3ry</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2011048286</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Levin, Barbara B.</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Developing critical cultural competence (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCGccyH94RG9VVMgxPXY4C3</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Cooper, Jewell E.</subfield><subfield code="t">Developing critical cultural competence.</subfield><subfield code="d">Thousand Oaks, Calif. : Corwin Press, ©2011</subfield><subfield code="z">1412996252</subfield><subfield code="z">9781412996259</subfield><subfield code="w">(DLC) 2011025626</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EDU</subfield><subfield code="q">FWS_PDA_EDU</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=562159</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH29993734</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH24367703</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL1051664</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ebrary</subfield><subfield code="b">EBRY</subfield><subfield code="n">ebr10684277</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">562159</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Cengage Learning</subfield><subfield code="b">GVRL</subfield><subfield code="n">GVRL6RIS</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest MyiLibrary Digital eBook Collection</subfield><subfield code="b">IDEB</subfield><subfield code="n">cis24019813</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Sage Publications</subfield><subfield code="b">SAGE</subfield><subfield code="n">EDZ0000104438</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">10930924</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">10407473</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EDU</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EDU-ocn840404155 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:54:09Z |
| institution | BVB |
| isbn | 1452268851 9781452268859 9781452275420 1452275424 9781452269276 1452269270 |
| language | English |
| oclc_num | 840404155 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Corwin Press, |
| record_format | marc |
| spelling | Cooper, Jewell E. Developing critical cultural competence : a guide for 21st-century educators / Jewell E. Cooper, Ye He, Barbara B. Levin ; foreword by Christine Sleeter. Thousand Oaks, Calif. : Corwin Press, ©2011. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier "Includes online facilitator toolkit." Includes bibliographical references and index. Machine generated contents note: AcknowledgmentsAbout the AuthorsForewordPreface Why do we need this book? What is Critical Cultural Competence? Who is this book for? How is this book different from other books about diversity and multicultural education? Organization and Special Features of This Book ConclusionIntroduction: What Do We Need to Do to Prepare Teachers for Today's Diverse Classrooms? Why do we need educators with critical cultural competence in today's schools? How can we move professional development ABOUT diversity "beyond knowledge."? Who are we in this thing called diversity? How do we leverage assets of students, families and communities? Bringing It All Together Summary of Key Points Reflection and Extension1. Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms? Introduction Common Goals for Multicultural Education Foundational Understandings about Diversity Milner's Five Conceptual Repertoires of Diversity Empathy vs. Sympathy Strength-based Approach Materials and Resources Textbooks Historical and Contemporary Videos Online Learning Resources Guest Speakers Other Commonly Used Activities and Approaches Discussions and Reflection Case Studies and Case Discussions Book Clubs Activity 1-1: Book Club Jigsaw Activity Activity 1-2. The Game of Monopoly(TM) Empathy Activities Summary of Key Points Reflection and Extension Online Extensions2. Who I Am: How Can We Understand Ourselves as Cultural Beings? Introduction Exploring Personal Characteristics and Beliefs Activity 2-1: Autobiographies Activity 2-2: Educational Philosophy Activity 2-3: All about Me Activities Activity 2-4: It's All in a Picture and A Snapshot of Me Activities Revealing Beliefs and Identities to Others Activity 2-5: Intercultural Autograph Hunt Activity 2-6: Bio Poems Activity 2-7: The Privilege Walk Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)3. Moving from Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities? Introduction Activity 3-1: Visioning Activity 3-2: Personal Practical Theories (PPTs) Activity 3-3: Action Research Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs)4. How do We Prepare Educators to Understand and Appreciate Student Diversity? Introduction From Understanding Diversity to Appreciating Diversity Activity 4-1: Diversity Fact Sheets Activity 4-2: Website Reviews Activity 4-3: Interactive Survey Activity 4-4: Description, Interpretation, and Evaluation Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)5. From Critical Awareness to Transformative Action: How do We Prepare Educators to Become Cultural Brokers for Student Success? Introduction From Critical Awareness to Transformative Action Cross-cultural Competence and Critical Self-Reflection Activity 5-1: Active Listening Activity 5-2: Classroom Observation Analysis Activity 5-3: ABC's Project Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)6. Learning about the Community: How Can We Learn More ABOUT Parents and Families? Introduction Standards-based Reform Benefits of Invoving Parents and Families in Schools Traditional Ways of Involving Parents in Schools Non-traditional Approaches to Parent and Involvement Barriers and Facilitators to Involvement Extending Traditional Approaches to Parent and Family Involvement Activity 6-1: Touring the Neighborhood "The Do's and Don'ts Activity 6-2: Home Visits at the Beginning of the School Year Activity 6-3: Preparing for the First Parent Conference Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)7. Community-Based Learning: How Can We Learn FROM Parents, Families, and Communities? Introduction How diverse are families and our communities? Partnering with Parents, Families, and Communities What is community-based learning? Community-Based Learning Activities Activity 7-1: Home-Community Camera Adventure Activity 7-2: Walking a Mile in Another's Shoes Transformative Effects of Community Adventures Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs)8. Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities? Introduction Connecting Culturally Responsive Pedagogy and Critical Cultural Competence Taking Risks to Develop Critical Cultural Competence Inspiring Critical Reflection and Awareness Transforming Professional Practice Using Rogers' Adoption of Innovation Theory Using the Concerns Based Adoption Model (CBAM) Planning for Professional Development Before We Start Pre/Post Assessment Follow Up Summary of Key Points A Final Word Additional Resources Reflection and Extension Online ExtensionsReferencesIndex. Foreword -- Preface -- Acknowledgments -- About the authors -- Introduction: what do we need to do to prepare teachers for today's diverse classrooms? 2. Who I am: how can we understand ourselves as cultural beings? -- Introduction -- Exploring personal characteristics and beliefs. Activity 2.1: autobiographies ; Activity 2.2: educational philosophy ; Activity 2.3: All about me activities -- Activity 2.4: It's all in a picture and a snapshot of me activities -- Revealing beliefs and identities to others. Activity 2.5: intercultural autograph hunt ; Activity 2.6: Bio-poems ; Activity 2.7: the privilege walk -- Summary of key points -- Reflection and extension -- Additional resources -- Online extensions -- Focus for professional learning communities. 3. Moving from beliefs and visions to action: how can we link our personal and professional Identities? -- Introduction. activity 3.1: visioning ; Activity 3.2: personal practical theories (PPTs) ; Activity 3.3: Action research -- Summary of Key Points -- Reflection and Extension -- Additional Resources -- Online extensions -- Focus for professional learning communities (PLCs). 4. How do We Prepare Educators to Understand and Appreciate Student Diversity? -- Introduction -- From understanding diversity to appreciating diversity. Activity 4.1: diversity fact sheets ; Activity 4.2: website reviews ; Activity 4.3: interactive survey activity ; 4.4: description, interpretation, and evaluation -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 5. From critical awareness to transformative action: how do we prepare educators to become cultural brokers for student success? -- Introduction -- From critical awareness to transformative action -- Cross-cultural competence and critical self-reflection. Activity 5.1: active listening ; Activity 5.2: classroom observation analysis ; Activity 5.3: ABCs project -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 6. Learning about the Community: how can we learn more about parents and families? -- Introduction -- Standards-based reform -- Benefits of invoving parents and families in schools -- Traditional ways of involving parents in schools -- Non-traditionalapproaches to parents and involvement -- Barriers and facilitators to involvement -- Extending traditional approaches to parent and family involvement. Activity 6.1: touring the neighborhood -- the do's and don'ts ; Activity 6.2: home visits at the beginning of the school year ; Activity 6.3: preparing for the first parent conference -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 7. Community-based learning: how can we learn from parents, families, and communities? -- Introduction -- How diverse are families and our communities? -- Partnering with parents, families, and communities -- What is community-based learning? -- Community-Based Learning Activities. Activity 7.1: home-community camera adventure ; Activity 7.2: walking a mile in another's shoes -- Transformative effects of community adventures -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 8. Bringing it all together: how do we maximize teaching and learning opportunities? -- Introduction -- Connecting culturally responsive pedagogy and critical cultural competence -- Taking risks to develop critical cultural competence -- Inspiring critical reflection and awareness -- Transforming professional practice. Using Rogers' Adoption of Innovation Theory ; Using the Concerns Based Adoption Model (CBAM) -- Planning for Professional Development -- Before we start -- Pre- and postassessment ; Follow-up -- Summary of key points -- Final words -- Additional resources -- Reflection and extension -- Online extensions -- References -- Index. Print version record. This work outlines a professional development programme to raise staff's cultural competence to teach diverse students. Teachers can increase understanding of themselves, their students, and their families. English. Multicultural education United States. Cultural competence United States. Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Éducation interculturelle États-Unis. Compétence culturelle États-Unis. Enseignants Formation États-Unis. EDUCATION Multicultural Education. bisacsh Cultural competence fast Multicultural education fast Teachers Training of fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq He, Ye, Dr. https://id.oclc.org/worldcat/entity/E39PCjKjKBbkHGDGQY87ytT3ry http://id.loc.gov/authorities/names/n2011048286 Levin, Barbara B. has work: Developing critical cultural competence (Text) https://id.oclc.org/worldcat/entity/E39PCGccyH94RG9VVMgxPXY4C3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Cooper, Jewell E. Developing critical cultural competence. Thousand Oaks, Calif. : Corwin Press, ©2011 1412996252 9781412996259 (DLC) 2011025626 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=562159 Volltext |
| spellingShingle | Cooper, Jewell E. Developing critical cultural competence : a guide for 21st-century educators / Foreword -- Preface -- Acknowledgments -- About the authors -- Introduction: what do we need to do to prepare teachers for today's diverse classrooms? 2. Who I am: how can we understand ourselves as cultural beings? -- Introduction -- Exploring personal characteristics and beliefs. Activity 2.1: autobiographies ; Activity 2.2: educational philosophy ; Activity 2.3: All about me activities -- Activity 2.4: It's all in a picture and a snapshot of me activities -- Revealing beliefs and identities to others. Activity 2.5: intercultural autograph hunt ; Activity 2.6: Bio-poems ; Activity 2.7: the privilege walk -- Summary of key points -- Reflection and extension -- Additional resources -- Online extensions -- Focus for professional learning communities. 3. Moving from beliefs and visions to action: how can we link our personal and professional Identities? -- Introduction. activity 3.1: visioning ; Activity 3.2: personal practical theories (PPTs) ; Activity 3.3: Action research -- Summary of Key Points -- Reflection and Extension -- Additional Resources -- Online extensions -- Focus for professional learning communities (PLCs). 4. How do We Prepare Educators to Understand and Appreciate Student Diversity? -- Introduction -- From understanding diversity to appreciating diversity. Activity 4.1: diversity fact sheets ; Activity 4.2: website reviews ; Activity 4.3: interactive survey activity ; 4.4: description, interpretation, and evaluation -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 5. From critical awareness to transformative action: how do we prepare educators to become cultural brokers for student success? -- Introduction -- From critical awareness to transformative action -- Cross-cultural competence and critical self-reflection. Activity 5.1: active listening ; Activity 5.2: classroom observation analysis ; Activity 5.3: ABCs project -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 6. Learning about the Community: how can we learn more about parents and families? -- Introduction -- Standards-based reform -- Benefits of invoving parents and families in schools -- Traditional ways of involving parents in schools -- Non-traditionalapproaches to parents and involvement -- Barriers and facilitators to involvement -- Extending traditional approaches to parent and family involvement. Activity 6.1: touring the neighborhood -- the do's and don'ts ; Activity 6.2: home visits at the beginning of the school year ; Activity 6.3: preparing for the first parent conference -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 7. Community-based learning: how can we learn from parents, families, and communities? -- Introduction -- How diverse are families and our communities? -- Partnering with parents, families, and communities -- What is community-based learning? -- Community-Based Learning Activities. Activity 7.1: home-community camera adventure ; Activity 7.2: walking a mile in another's shoes -- Transformative effects of community adventures -- Summary of key points -- Reflection and extension -- Online extensions -- Focus for professional learning communities (PLCs). 8. Bringing it all together: how do we maximize teaching and learning opportunities? -- Introduction -- Connecting culturally responsive pedagogy and critical cultural competence -- Taking risks to develop critical cultural competence -- Inspiring critical reflection and awareness -- Transforming professional practice. Using Rogers' Adoption of Innovation Theory ; Using the Concerns Based Adoption Model (CBAM) -- Planning for Professional Development -- Before we start -- Pre- and postassessment ; Follow-up -- Summary of key points -- Final words -- Additional resources -- Reflection and extension -- Online extensions -- References -- Index. Multicultural education United States. Cultural competence United States. Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Éducation interculturelle États-Unis. Compétence culturelle États-Unis. Enseignants Formation États-Unis. EDUCATION Multicultural Education. bisacsh Cultural competence fast Multicultural education fast Teachers Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85133001 |
| title | Developing critical cultural competence : a guide for 21st-century educators / |
| title_auth | Developing critical cultural competence : a guide for 21st-century educators / |
| title_exact_search | Developing critical cultural competence : a guide for 21st-century educators / |
| title_full | Developing critical cultural competence : a guide for 21st-century educators / Jewell E. Cooper, Ye He, Barbara B. Levin ; foreword by Christine Sleeter. |
| title_fullStr | Developing critical cultural competence : a guide for 21st-century educators / Jewell E. Cooper, Ye He, Barbara B. Levin ; foreword by Christine Sleeter. |
| title_full_unstemmed | Developing critical cultural competence : a guide for 21st-century educators / Jewell E. Cooper, Ye He, Barbara B. Levin ; foreword by Christine Sleeter. |
| title_short | Developing critical cultural competence : |
| title_sort | developing critical cultural competence a guide for 21st century educators |
| title_sub | a guide for 21st-century educators / |
| topic | Multicultural education United States. Cultural competence United States. Teachers Training of United States. http://id.loc.gov/authorities/subjects/sh85133001 Éducation interculturelle États-Unis. Compétence culturelle États-Unis. Enseignants Formation États-Unis. EDUCATION Multicultural Education. bisacsh Cultural competence fast Multicultural education fast Teachers Training of fast |
| topic_facet | Multicultural education United States. Cultural competence United States. Teachers Training of United States. Éducation interculturelle États-Unis. Compétence culturelle États-Unis. Enseignants Formation États-Unis. EDUCATION Multicultural Education. Cultural competence Multicultural education Teachers Training of United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=562159 |
| work_keys_str_mv | AT cooperjewelle developingcriticalculturalcompetenceaguidefor21stcenturyeducators AT heye developingcriticalculturalcompetenceaguidefor21stcenturyeducators AT levinbarbarab developingcriticalculturalcompetenceaguidefor21stcenturyeducators |