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Record Nr. |
UNINA9910817529603321 |
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Autore |
Frisby Craig L |
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Titolo |
Meeting the psychoeducational needs of minority students [[electronic resource] ] : evidence-based guidelines for school psychologists and other school personnel / / Craig L. Frisby |
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Pubbl/distr/stampa |
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Hoboken, N.J., : Wiley, 2013 |
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ISBN |
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1-299-18979-2 |
1-118-09262-7 |
1-118-28637-5 |
1-118-28208-6 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (x, 662 pages) |
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Disciplina |
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Soggetti |
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School psychologists |
Minority students - Counseling of |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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Intro -- Contents -- Title -- Copyright -- Dedication -- Acknowledgments -- Chapter 1: Why the Need for This Book? -- Scripted Knowledge -- What This Book is Not -- Chapter Content -- Chapter 2: The Problem of Quack Multiculturalism -- What is Multiculturalism? -- Types of Superficial Multiculturalism -- What Multiculturalism is Not -- The Distinguishing Features of Sociopolitical Ideologies -- Six Essential Doctrines that Constitute Multiculturalism Ideology -- Models of Multicultural Advocacy Within Professional Training -- What is Quack Multiculturalism, and Why is it Problematic? -- Purpose of Remaining Chapters -- Additional Resources -- Chapter 3: Home and Family -- Settlement Patterns of U.S. Racial/Ethnic Groups -- The Influence of Socioeconomic Status -- Correlates of Social Class Status -- The Impact of Crime on Neighborhoods and Families -- Immigration Status -- Factors that Influence English-Language Learning -- Parenting Interventions -- Brand-Name Interventions -- Additional Resources -- Chapter 4: Contexts for School Learning -- School Type -- Varieties of Bilingual Education -- Urban, Suburban, and Rural Schooling -- Levels of School Racial/Ethnic Integration -- |
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School Climate -- Principal Leadership -- Final Thoughts -- Additional Resources -- Chapter 5: General Cognitive Ability, Learning, and Instruction -- Academic Characteristics of Students Within Different IQ Ranges -- Practical Implications of Large IQ Differences in Schools -- Interventions for Vulnerable Learners -- Conclusion -- Additional Resources -- Chapter 6: Testing and Assessment -- Improving Standardized Large-Scale Testing for English-Language Learners -- Test Preparation/Test Anxiety Reduction -- Study Skills -- Do Cultural Minority Students Experience Higher Levels of Test Anxiety Compared to Other Students? -- Interventions Using Curriculum-Based Assessment. |
Additional Resources -- Chapter 7: School Discipline and Behavior Management -- Discipline as a Fundamental Priority that Supports Academics -- Habits of Highly Effective Paternalistic Schools -- Additional Resources -- Chapter 8: Crime, Delinquency, and Gangs -- Contexts for Crime -- Crime Prevention in School Settings -- Juvenile Delinquency -- Responses to Juvenile Delinquency -- Brand-Name Intervention Programs for Crime-Involved Youth -- Gangs -- Gang Impact on Schools -- Gang Intervention -- Additional Resources -- Chapter 9: School District Resources -- Greater School Psychology Role Differentiation in Large Districts -- Resources for Addressing Social Problems Impacting Large School Districts -- School District Services for Immigrant Students -- School District Responses to Educational Challenges of Non-English Language and Immigrant Status -- How Can School Psychologists Help School Districts Serve Immigrant Students/Families? -- Additional Resources -- Chapter 10: Where Do We Go From Here? -- The Current State of Affairs vis-À-vis Multicultural Issues -- Future Directions -- Glossary -- References -- Author Index -- Subject Index. |
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