02558nam 22006614a 450 991082537210332120200520144314.01-135-61405-91-280-88133-X97866137226451-135-61406-71-4106-1346-110.4324/9781410613462(MiAaPQ)EBC255629(Au-PeEL)EBL255629(CaPaEBR)ebr10103913(CaONFJC)MIL372264(OCoLC)475970423(OCoLC)70780888(CKB)1000000000244637(EXLCZ)99100000000024463720040610d2005 uy 0engurun#|||uuuuutxtrdacontentcrdamediacrrdacarrierFunds of knowledge theorizing practice in households, communities, and classrooms /edited by Norma Gonzales, Luis Moll, Cathy Amanti1st ed.Mahwah, N.J. L. Erlbaum Associates2005320pDescription based upon print version of record.0-8058-4918-1 0-8058-4917-3 Includes bibliographical references and index.pt. 1. Theoretical underpinnings -- pt. 2. Teachers as researchers -- pt. 3. Translocations : new contexts, new directions -- pt. 4. Concluding commentary.This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work.Home and schoolUnited StatesTeachers and communityUnited StatesPlace-based educationUnited StatesChildren with social disabilitiesEducationUnited StatesTeachingSocial aspectsUnited StatesHome and schoolTeachers and communityPlace-based educationChildren with social disabilitiesEducationTeachingSocial aspects371.19/2Gonzalez Norma1641474Moll Luis C854680Amanti Cathy1641473MiAaPQMiAaPQMiAaPQBOOK9910825372103321Funds of knowledge3985623UNINA