LEADER 04387nam 2200649 450 001 9910480924503321 005 20170822113500.0 010 $a1-4522-8365-6 010 $a1-4522-6978-5 010 $a1-4833-8755-0 035 $a(CKB)3710000000333587 035 $a(EBL)1110734 035 $a(OCoLC)900086559 035 $a(SSID)ssj0001400454 035 $a(PQKBManifestationID)12547366 035 $a(PQKBTitleCode)TC0001400454 035 $a(PQKBWorkID)11338883 035 $a(PQKB)11005480 035 $a(MiAaPQ)EBC1110734 035 $a(StDuBDS)EDZ0000996535 035 $a(EXLCZ)993710000000333587 100 $a20141202d2012 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreating culturally considerate schools $eeducating without bias /$fKim L. Anderson, Bonnie M. Davis 210 1$aThousand Oaks :$cCorwin,$d[2012] 210 4$d?2012 215 $a1 online resource (177 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-9624-4 320 $aIncludes bibliographical references and index. 327 $aCreating Culturally Considerate Schools-Front Cover; Creating Culturally Considerate Schools; Contents; Preface; Acknowledgments; About the Authors; PART I Culturally Considerate Schools; 1 Manner & Methods; What to Expect; Research; Narrative Text; Vignettes, Anecdotes, Classroom and Case Examples; Call to Action; 2 Model of Cultural Consideration and Equity Skill Building; 3 Practical Applications of the Model; Common Core State Standards; PART II Model Phases; 4 Self-Examination; Step One: Acknowledgment of Bias; Step Two: Assessment of Current Equity Skills; Resistance as Change Agent 327 $aCultural Considerations for Self-Examination5 Reflection; Step Three: Acceptance of Limitations; Cultural Considerations for Reflection; 6 Integration; Step Four: Cognitive Restructuring; Social Perspective Taking (SPT); Step Five: Expanding Knowledge Base; Racial Identity Development; Intersectionality; Learning Theories and Multiple Intelligences; Cultural Considerations for Integration; 7 Actualization; Step Six: Skill Building; Cultural Considerations for Actualization; 8 Equity & Social Justice; Step Seven: Culturally Considerate Practice; Personal Rights 327 $aGuidelines for Clear CommunicationConflict Resolution and Problem Solving; Step Eight: Reparation; Cultural Considerations for Equity and Social Justice; PART III Educating Without Bias; 9 Portraits of Culturally Considerate Educators; 10 Landscape of a Culturally Considerate School; PART IV Appendices & Tools; Worksheets; Inward Bound; Sunrise Pages; Daily Intention; Food Plan; Movement; Affirmations; Twilight Pages; Gifts of Gratitude; Centering Before Bedtime; Connecting with Family and Friends; Education, Vocation, Avocation; Creation; Nurture Something; Recreation 327 $aHelping Others, Giving BackSpiritual Practice; Connecting with Nature; Personal Rights; Cultural Self-Awareness Matrix; Feelings/Emotions; Rules of Engagement; Guidelines for Clear Communication; Conflict Resolution; Problem Solving Steps; Resources; References; Index 330 8 $aThis unique collaboration between a veteran educator and a psychotherapist shows that the educators who are most effective in teaching diverse student populations are the ones who can 'see students clearly and respond to their needs without hesitation or bias'. Framed around an original, eight-stage model of diversity development, this book provides readers with essential tools for building a sturdy foundation of mutual respect upon which schools without bias can be constructed. 606 $aMulticultural education$zUnited States 606 $aMinorities$xEducation$zUnited States 606 $aSchool environment$zUnited States 606 $aCultural pluralism$zUnited States 608 $aElectronic books. 615 0$aMulticultural education 615 0$aMinorities$xEducation 615 0$aSchool environment 615 0$aCultural pluralism 676 $a370.1170973 700 $aAnderson$b Kim L.$0890403 702 $aDavis$b Bonnie M. 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480924503321 996 $aCreating culturally considerate schools$92470374 997 $aUNINA