Allyn & Bacon / Merrill

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Multicultural Education: A Teacher's Guide to Linking Context, Process, and Content, 2/E
Hilda Hernandez, California State University, Chico

ISBN-10: 0136335381
ISBN-13: 9780136335382

Publisher: Allyn & Bacon
Copyright: 2001
Format: Paper; 344 pp
Published: 07/12/2000

Suggested retail price: $86.80
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This book can be used in preservice teacher education as well as undergraduate and graduate courses—in courses designed to give broad coverage to multicultural issues and topics and in courses emphasizing the implementation of effective practices.

Ideal for K-12 multicultural and multilingual classroom settings, this comprehensive book is the only one of its kind to approach multicultural education by integrating context, process, and content. It uses the tripartite perspective to examine the impact of social and cultural factors on teaching and learning, to help teachers better understand multicultural education, and to effect changes that foster excellence and equity in their own schools and classrooms. It presents a vision of what education in a democratic nation should be for all students, along with concrete strategies and techniques to make the vision a reality. Written from an educational perspective, the book provides an exceptional balance of contemporary theory, research, and practice.

  • NEW - New chapter on the context of teaching—Examines the implications of changes in the context of teaching in relation to teacher accountability and professional empowerment; underscores the importance of developing a multicultural perspective; highlights strategies for reflection as an integral part of professional development.

    • Provides basic tools for making multicultural education an integral part of teachers' professional growth throughout their careers. Ex.___

  • NEW - New chapter on school and classroom contexts—Examines contextual factors, effective schools and successful teaching; school policies and procedures related to ability grouping/tracking, retention and high-stakes testing; focuses on special populations including English language learners, and students in special education and gifted programs.

    • Provides alternatives to practices and policies that fail at fairness. Ex.___

  • NEW - New chapter on teaching from a multicultural perspective—Effective instruction for all learners, learning strategies and styles, and multiple intelligences.

    • Provides a wealth of practical strategies for K-12 classrooms. Ex.___

  • NEW - Application, Extension, and Reflection section—At the end of each chapter.

    • Foster an understanding of the concepts and strategies presented. Ex.___

  • NEW - Wealth of information on instructional materials—Expanded to include strategies for using history books, teaching insider perspective, and teaching about religion. Also includes strategies for demystifying print and media analysis.

    • Across-the-curriculum ideas that facilitate the integration of multicultural perspectives. Ex.___

  • NEW - Coverage on developing a multicultural curriculum—Broadened with discussions regarding the integration of multicultural content and technology.

    • Links between multicultural education and technology based instructional channels invite teachers to apply these guides to the classroom. Ex.___

  • NEW - Three chapters expanded—New working definition of multicultural education and vision of quality education for all; extended discussion of school linkages to home, neighborhood, and community contexts; more extensive treatment of classroom processes.

    • Knowledge of key contexts outside the classroom heightens teachers' sensitivity to and understanding of learners. Knowledge of classroom processes heightens awareness of the powerful “hidden curriculum”. Ex.___

  • Powerful visuals from an award-winning photographer—Convey the classroom from a teacher's perspective.

    • Visual appeal stimulates a positive emotional and psychological response in readers. Powerful images reinforce concepts presented. Ex.___

  • Effective figures and tables—Enhance the subject throughout the book with a strong classroom orientation.

    • Hard data appeals to teachers who need statistics to buy in to the concepts promoted. Figures provide synthesis of research, useful strategies, and opportunities for interaction. Ex.___

  • New chapter on the context of teaching—Examines the implications of changes in the context of teaching in relation to teacher accountability and professional empowerment; underscores the importance of developing a multicultural perspective; highlights strategies for reflection as an integral part of professional development.

    • Provides basic tools for making multicultural education an integral part of teachers' professional growth throughout their careers. Ex.___

  • New chapter on school and classroom contexts—Examines contextual factors, effective schools and successful teaching; school policies and procedures related to ability grouping/tracking, retention and high-stakes testing; focuses on special populations including English language learners, and students in special education and gifted programs.

    • Provides alternatives to practices and policies that fail at fairness. Ex.___

  • New chapter on teaching from a multicultural perspective—Effective instruction for all learners, learning strategies and styles, and multiple intelligences.

    • Provides a wealth of practical strategies for K-12 classrooms. Ex.___

  • Application, Extension, and Reflection section—At the end of each chapter.

    • Foster an understanding of the concepts and strategies presented. Ex.___

  • Wealth of information on instructional materials—Expanded to include strategies for using history books, teaching insider perspective, and teaching about religion. Also includes strategies for demystifying print and media analysis.

    • Across-the-curriculum ideas that facilitate the integration of multicultural perspectives. Ex.___

  • Coverage on developing a multicultural curriculum—Broadened with discussions regarding the integration of multicultural content and technology.

    • Links between multicultural education and technology based instructional channels invite teachers to apply these guides to the classroom. Ex.___

  • Three chapters expanded—New working definition of multicultural education and vision of quality education for all; extended discussion of school linkages to home, neighborhood, and community contexts; more extensive treatment of classroom processes.

    • Knowledge of key contexts outside the classroom heightens teachers' sensitivity to and understanding of learners. Knowledge of classroom processes heightens awareness of the powerful “hidden curriculum”. Ex.___

I. INTRODUCTION.

1. Introduction.

2. The Context of Teaching.

II. CONTEXT.

3. Linking Home, Neighborhood, and Community Contexts.

4. School and Classroom Contexts.

III. PROCESS.

5. Classroom Processes.

IV. CONTENT.

6. Textbooks and Other Instructional Materials.

7. Development of a Multicultural Curriculum.

8. Teaching from a Multicultural Perspective.

Name Index.

Subject Index.

For Multicultural / Multiethnic Education


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