LEADER 04237nam 2200637 450 001 9910459708503321 005 20200520144314.0 010 $a1-119-03653-4 010 $a1-119-03634-8 035 $a(CKB)3710000000326411 035 $a(EBL)1895965 035 $a(OCoLC)899157494 035 $a(SSID)ssj0001433941 035 $a(PQKBManifestationID)11773615 035 $a(PQKBTitleCode)TC0001433941 035 $a(PQKBWorkID)11416716 035 $a(PQKB)10592033 035 $a(MiAaPQ)EBC1895965 035 $a(Au-PeEL)EBL1895965 035 $a(CaPaEBR)ebr11005769 035 $a(CaONFJC)MIL692342 035 $a(EXLCZ)993710000000326411 100 $a20150131h20142014 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInclusive teaching $epresence in the classroom /$fCornell Thomas, editor 210 1$aSan Francisco :$cJossey-Bass,$d[2014] 210 4$dİ2014 215 $a1 online resource (99 p.) 225 1 $aNew directions for teaching and learning ;$vnumber 140, Winter 2014 300 $aDescription based upon print version of record. 311 $a1-119-03647-X 320 $aIncludes bibliographical references and index. 327 $aInclusive Teaching: Presence in the Classroom; CONTENTS; FROM THE SERIES EDITOR; 1 No Longer Invisible; Introduction; Dreaming?; Filters; Inquiry Learning; Our Work Starts with the Heart; References; 2 Presence in the Classroom; The Meaning of Presence; Pedagogy of Presence; The We of Mutual Presence: An Intentional, Inclusive Community; Classroom Realities: A Concluding Unscientific Postscript; A Final Postconclusion Thought; References; 3 Identity, Status, and Culture: Examining Barriers of Success for Students from Low Socioeconomic Backgrounds; Introduction; The Problem; The Solution 327 $aCriticalityIdentity Development; Example of Practice; Conclusion; References; 4 Addressing Racial Awareness and Color-Blindness in Higher Education; Racial Awareness and Color-Blindness; Negative Effects of Color-Blindness; Influences on Racial Awareness; Critical Race Theory Paradigm of Cultural Competency Training; Suggestions for Implementation; References; 5 The Value of Connectedness in Inclusive Teaching; References; 6 A Journey with a Refugee Family: Raising Culturally Relevant Teaching Awareness; Introduction; Culturally Relevant Teaching; Refugees in Texas; Refugee Family Project 327 $aMethodologyFindings; We Were Prepared with All Sorts of Things, but . . .; I Was Nervous because of the Language Barrier; I've Never Been on the Bus; Do I Have to Take My Shoes Off before I Go into the Apartment?; Their Faces Lit Up; Now I Can; Conclusion and Recommendations; References; Appendix; List of Internet Resources; 7 Difference Does Not Mean Less Than: Our Pathway for Educating an Entire Nation of Learners; Next Step: Connecting; References; 8 Curriculum Retention and Programming for Inclusive Teaching; Introduction; Curricula; Programming; Example of Practice; Conclusion 327 $aReferencesINDEX; Other Titles; Order Form; EULA 330 $aIn this volume, the authors focus on the importance of inclusiveteaching and the role faculty can play in helping students achieve,though not necessarily in the same way. To teach with a focus oninclusion means to believe that every person has the ability tolearn. It means that most individuals want to learn, to improvetheir ability to better understand the world in which they live,and to be able to navigate their pathways of life. This volume includes the following topics: best practices for teaching students with social,economic, gender, or ethnic differences adjustments to the teaching 410 0$aNew directions for teaching and learning ;$vno. 140. 606 $aInclusive education 606 $aTeachers$xAttitudes 608 $aElectronic books. 615 0$aInclusive education. 615 0$aTeachers$xAttitudes. 676 $a371.9046 702 $aThomas$b Cornell 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459708503321 996 $aInclusive teaching$92087230 997 $aUNINA