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[null,"1.","Record Nr.",null,"UNINA990002067890403321"]
[null,null,"Autore",null,"Università degli studi di Firenze"]
[null,null,"Titolo",null,"Biblioteche di scienze matematiche, fisiche e naturali : catalogo dei periodici / Università degli studi di Firenze"]
[null,null,"Pubbl/distr/stampa",null,"Firenze : Università degli studi di Firenze, 1991"]
[null,null,"Descrizione fisica",null,"463 p. ; 30 cm"]
[null,null,"Locazione",null,"DAGEN"]
[null,null,"Collocazione",null,"61 XIV D.2/47"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910787389603321"]
[null,null,"Autore",null,"Anderson Kim L."]
[null,null,"Titolo",null,"Creating culturally considerate schools : educating without bias / / Kim L. Anderson, Bonnie M. Davis"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin, , [2012]"]
[{"$nulls":4},"�2012"]
[null,null,"ISBN",null,"1-4522-8365-6"]
[{"$nulls":4},"1-4522-6978-5"]
[{"$nulls":4},"1-4833-8755-0"]
[null,null,"Descrizione fisica",null,"1 online resource (xiii, 155 pages)"]
[null,null,"Collana",null,"Gale eBooks"]
[null,null,"Disciplina",null,"370.1170973"]
[null,null,"Soggetti",null,"Multicultural education - United States"]
[{"$nulls":4},"Minorities - Education - United States"]
[{"$nulls":4},"School environment - United States"]
[{"$nulls":4},"Cultural pluralism - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Creating 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"]
[{"$nulls":4},"Cultural Considerations for Self-Examination5 Reflection; Step Three: Acceptance of Limitations; Cultural Considerations for Reflection; 6 Integration; Step Four: Cognitive Restructuring; Social Perspective Taking (SPT); Step Five: Expanding Knowledge Base; Racial Identity Development; Intersectionality; Learning Theories and Multiple Intelligences; Cultural Considerations for Integration; 7 Actualization; Step Six: Skill Building; Cultural Considerations for Actualization; 8 Equity & Social Justice; Step Seven: Culturally Considerate Practice; Personal Rights"]
[{"$nulls":4},"Guidelines for Clear CommunicationConflict Resolution and Problem Solving; Step Eight: Reparation; Cultural Considerations for Equity and "]
[{"$nulls":4},"Social Justice; PART III Educating Without Bias; 9 Portraits of Culturally Considerate Educators; 10 Landscape of a Culturally Considerate School; PART IV Appendices & Tools; Worksheets; Inward Bound; Sunrise Pages; Daily Intention; Food Plan; Movement; Affirmations; Twilight Pages; Gifts of Gratitude; Centering Before Bedtime; Connecting with Family and Friends; Education, Vocation, Avocation; Creation; Nurture Something; Recreation"]
[{"$nulls":4},"Helping 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"]
[null,null,null,"Sommario/riassunto","This 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."]