Teaching Diverse Populations: Formulating a Knowledge Base (SUNY series, The Social Context of Education)

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9780791417225: Teaching Diverse Populations: Formulating a Knowledge Base (SUNY series, The Social Context of Education)
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This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation’s public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.

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About the Author:

Dr. Etta R. Hollins is Professor in the Department of Teacher Education, California State University―Hayward.

Dr. Joyce E. King is Director of Teacher Education in the Department of Counseling Psychology and Education, Santa Clara University.

Dr. Warren C. Hayman is Program Coordinator at the School of Continuing Studies at the Johns Hopkins University.

Review:

“I read the entire book, page by page, to determine whether or not old information was being rehashed. I found that this is not the case. I also read to ascertain how my students would respond to it as a text. The volume passed both tests.”―Clara A. New, University of Wisconsin―Parkside

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9780791417218: Teaching Diverse Populations: Formulating a Knowledge Base (SUNY series, The Social Context of Education)

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ISBN 10:  0791417212 ISBN 13:  9780791417218
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Book Description State University of New York Press, United States, 1994. Paperback. Condition: New. Language: English. Brand new Book. This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research. Seller Inventory # APC9780791417225

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Book Description State University of New York Press, United States, 1994. Paperback. Condition: New. Language: English. Brand new Book. This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research. Seller Inventory # APC9780791417225

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