Teaching Diverse Populations : Formulating a Knowledge Base

Etta R. Hollins

ISBN 10: 0791417220 / ISBN 13: 9780791417225

Published by SUNY Press, 1994

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - 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 # 9780791417225

Bibliographic Details

• Title: Teaching Diverse Populations : Formulating a Knowledge Base
• Publisher: SUNY Press
• Publication Date: 1994
• Language: English
• ISBN 10: 0791417220
• ISBN 13: 9780791417225
• Binding: Taschenbuch
• Edition: 4th Edition
• Condition: Neu
• Dimensions: 216W x 140H x 18D millimeters 216 millimeters width by 140 millimeters height by 18 millimeters depth
• Weight: 431 grams

About this title

Synopsis

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.

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.