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American Indian educators in reservation schools / / Terry Huffman
| American Indian educators in reservation schools / / Terry Huffman |
| Autore | Huffman Terry E. <1958-> |
| Pubbl/distr/stampa | Reno, Nevada ; ; Las Vegas, [Nevada] : , : University of Nevada Press, , 2013 |
| Descrizione fisica | 1 online resource (144 p.) |
| Disciplina | 371.8297 |
| Soggetto topico |
Indian teachers - United States
Indian students - United States Indian reservations - United States Indians of North America - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-87417-908-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title Page; Copyright Page; Dedication Page; Contents; Preface; Introduction; 1 - Hope for a Better Tomorrow: Affinitive Educators and Facilitative Educators; 2 - Every Reason to Succeed: Characteristics of the Educators; 3 - Challenges Are Every Day: Prevailing Challenges Facing the Educators; 4 - If I Made a Difference for One: Intrinsic Rewards Serving Reservation Students; 5 - Not Every Child is the Same: Reservation Schools in the Era of No Child Left Behind; 6 - Spread Like Wildfire: Importance of American Indian Educators
7 - You Have to Know the Culture: Cultural Identity and Tribal Cultural EducationAppendix. Methodology, Theoretical Framework, and Research with Native Peoples; References; Index |
| Record Nr. | UNINA-9910463276503321 |
Huffman Terry E. <1958->
|
||
| Reno, Nevada ; ; Las Vegas, [Nevada] : , : University of Nevada Press, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
American Indian educators in reservation schools / / Terry Huffman
| American Indian educators in reservation schools / / Terry Huffman |
| Autore | Huffman Terry E. <1958-> |
| Pubbl/distr/stampa | Reno, Nevada ; ; Las Vegas, [Nevada] : , : University of Nevada Press, , 2013 |
| Descrizione fisica | 1 online resource (144 p.) |
| Disciplina | 371.8297 |
| Soggetto topico |
Indian teachers - United States
Indian students - United States Indian reservations - United States Indians of North America - Education |
| ISBN | 0-87417-908-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title Page; Copyright Page; Dedication Page; Contents; Preface; Introduction; 1 - Hope for a Better Tomorrow: Affinitive Educators and Facilitative Educators; 2 - Every Reason to Succeed: Characteristics of the Educators; 3 - Challenges Are Every Day: Prevailing Challenges Facing the Educators; 4 - If I Made a Difference for One: Intrinsic Rewards Serving Reservation Students; 5 - Not Every Child is the Same: Reservation Schools in the Era of No Child Left Behind; 6 - Spread Like Wildfire: Importance of American Indian Educators
7 - You Have to Know the Culture: Cultural Identity and Tribal Cultural EducationAppendix. Methodology, Theoretical Framework, and Research with Native Peoples; References; Index |
| Record Nr. | UNINA-9910788208603321 |
|
Huffman Terry E. <1958->
|
||
| Reno, Nevada ; ; Las Vegas, [Nevada] : , : University of Nevada Press, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
American Indian educators in reservation schools / / Terry Huffman
| American Indian educators in reservation schools / / Terry Huffman |
| Autore | Huffman Terry E. <1958-> |
| Pubbl/distr/stampa | Reno, Nevada ; ; Las Vegas, [Nevada] : , : University of Nevada Press, , 2013 |
| Descrizione fisica | 1 online resource (144 p.) |
| Disciplina | 371.8297 |
| Soggetto topico |
Indian teachers - United States
Indian students - United States Indian reservations - United States Indians of North America - Education |
| ISBN | 0-87417-908-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title Page; Copyright Page; Dedication Page; Contents; Preface; Introduction; 1 - Hope for a Better Tomorrow: Affinitive Educators and Facilitative Educators; 2 - Every Reason to Succeed: Characteristics of the Educators; 3 - Challenges Are Every Day: Prevailing Challenges Facing the Educators; 4 - If I Made a Difference for One: Intrinsic Rewards Serving Reservation Students; 5 - Not Every Child is the Same: Reservation Schools in the Era of No Child Left Behind; 6 - Spread Like Wildfire: Importance of American Indian Educators
7 - You Have to Know the Culture: Cultural Identity and Tribal Cultural EducationAppendix. Methodology, Theoretical Framework, and Research with Native Peoples; References; Index |
| Record Nr. | UNINA-9910810758303321 |
|
Huffman Terry E. <1958->
|
||
| Reno, Nevada ; ; Las Vegas, [Nevada] : , : University of Nevada Press, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematics and multi-ethnic students : exemplary practices / / Yvelyne Germain-McCarthy and Katherine Owens
| Mathematics and multi-ethnic students : exemplary practices / / Yvelyne Germain-McCarthy and Katherine Owens |
| Autore | Germain-McCarthy Yvelyne <1948-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (322 p.) |
| Disciplina | 510/.71/273 |
| Altri autori (Persone) | OwensKatherine <1942-> |
| Soggetto topico |
Mathematics - Study and teaching (Middle school) - United States
African American students Hispanic American students Indian students - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-61442-218-4
1-315-85377-9 1-317-92269-7 1-317-92270-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; ACKNOWLEDGMENTS; MEET THE AUTHORS; FOREWORD; TABLE OF CONTENTS; 1. INTRODUCTION; Background; Purpose of This Book; The Sensitive Questions; Chapter Overviews; 2. EXEMPLARY PRACTICE: WHAT DOES IT LOOK LIKE?; The Principles and Standards for School Mathematics; The New Basic Skills; Envisioning Reform-based Classroom Environment; Exemplary Practices; 3. ISSUES IN MULTICULTURAL MATHEMATICS EDUCATION; Questions to Ponder; Multicultural Education; Research on the Achievement of Traditionally Underserved Students; Multicultural Education and Euro-Americans
Multicultural MathematicsNCTM and Multicultural Education.; Teacher Acts Affecting Learning; Further Reflections on the Questions; 4. LYNNE GODFREY: AFRICAN AMERICANS AND THE ALGEBRA PROJECT; Engaging Students; Warm-Up; Group Work; The Winding Game; Discussion between Colleagues; Commentary; Unit Overview: The Chinese Zodiac and the Division Algorithm; 5. GEORGINE ROLDAN: HISPANICS AND HEALTH ISSUES; Day 1 : Engaging Students; Group Work; Day 2: Assessment; Day 3: Healthy Foods Lesson; Discussion among Colleagues; Commentary; Unit Overview: Favorite Menu Items and Health Issues 6. TIM GRANGER: NATIVE AMERICANS AND INDIRECT MEASUREMENTUnit Overview; Engaging Students; Mathematics Lessons; Discussion between Colleagues; Commentary; Unit Overview: Aiming for the Stars; 7. RENOTE JEAN-FRANÇOIS: HAITIANS AND TECHNOLOGY; Unit Overview; Preparatory Activities; Engaging Students; Assessment; Discussion between Colleagues; Commentary; Unit Overview: The Roamer and the Haitian Revolution; 8. SAMAR SARMINI: MUSLIMS AND INHERITANCE PORTIONS; Engaging Students; Historical Background; Problem Solving; The Algorithm; Application; Discussion between Colleagues; Commentary Unit Overview: Discovering the Algorithm for Computing Inheritance Portions9. DIANE CHRISTOPHER: EUROPEAN-AMERICANS AND CULTURES; Overview of Lessons; Engaging the Students; Discussion between Colleagues; Commentary; Unit Overview: Many Cultures under One Quilt; 10. CHARLENE BECKMANN, KARA ROZANSKI, AND TARA PLUMMER: A THREE-WAY SCHOOL/UNIVERSITY COLLABORATION; Preparatory Activities; Engaging Students; Day 1: Runners Take Your Mark; Day 2: The Trodding Tortoise; Day 3: The Hopping Hare; Assessment; Discussion among Colleagues; Commentary; Unit Overview: The Tortoise and the Hare; 11. SUMMARY Classroom Strategies That Value Multicultural StudentsRevisiting Questions; Is It True That All Students Can Do Mathematics?; Does Achieving Equity in the Classroom Imply That the Teacher Must Take into Account the Cultural Perspectives of the Students?; How Will We Know If All Students Are Learning Math? Will National Tests Give Us the Information?; Can High-Stakes Tests Promote Equity?; How Valid Are Standardized Tests for English Language Learners?; What Can Classroom Teachers Do?; What Can Teacher Educators Do?; What Can School Administrator Do?; What Can We All Do Together?; Conclusion APPENDIX A: REFORM-BASED CURRICULUM PROJECTS |
| Record Nr. | UNINA-9910452814303321 |
|
Germain-McCarthy Yvelyne <1948-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematics and multi-ethnic students : exemplary practices / / Yvelyne Germain-McCarthy and Katherine Owens
| Mathematics and multi-ethnic students : exemplary practices / / Yvelyne Germain-McCarthy and Katherine Owens |
| Autore | Germain-McCarthy Yvelyne <1948-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (322 p.) |
| Disciplina | 510/.71/273 |
| Altri autori (Persone) | OwensKatherine <1942-> |
| Soggetto topico |
Mathematics - Study and teaching (Middle school) - United States
African American students Hispanic American students Indian students - United States |
| ISBN |
1-61442-218-4
1-315-85377-9 1-317-92269-7 1-317-92270-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; ACKNOWLEDGMENTS; MEET THE AUTHORS; FOREWORD; TABLE OF CONTENTS; 1. INTRODUCTION; Background; Purpose of This Book; The Sensitive Questions; Chapter Overviews; 2. EXEMPLARY PRACTICE: WHAT DOES IT LOOK LIKE?; The Principles and Standards for School Mathematics; The New Basic Skills; Envisioning Reform-based Classroom Environment; Exemplary Practices; 3. ISSUES IN MULTICULTURAL MATHEMATICS EDUCATION; Questions to Ponder; Multicultural Education; Research on the Achievement of Traditionally Underserved Students; Multicultural Education and Euro-Americans
Multicultural MathematicsNCTM and Multicultural Education.; Teacher Acts Affecting Learning; Further Reflections on the Questions; 4. LYNNE GODFREY: AFRICAN AMERICANS AND THE ALGEBRA PROJECT; Engaging Students; Warm-Up; Group Work; The Winding Game; Discussion between Colleagues; Commentary; Unit Overview: The Chinese Zodiac and the Division Algorithm; 5. GEORGINE ROLDAN: HISPANICS AND HEALTH ISSUES; Day 1 : Engaging Students; Group Work; Day 2: Assessment; Day 3: Healthy Foods Lesson; Discussion among Colleagues; Commentary; Unit Overview: Favorite Menu Items and Health Issues 6. TIM GRANGER: NATIVE AMERICANS AND INDIRECT MEASUREMENTUnit Overview; Engaging Students; Mathematics Lessons; Discussion between Colleagues; Commentary; Unit Overview: Aiming for the Stars; 7. RENOTE JEAN-FRANÇOIS: HAITIANS AND TECHNOLOGY; Unit Overview; Preparatory Activities; Engaging Students; Assessment; Discussion between Colleagues; Commentary; Unit Overview: The Roamer and the Haitian Revolution; 8. SAMAR SARMINI: MUSLIMS AND INHERITANCE PORTIONS; Engaging Students; Historical Background; Problem Solving; The Algorithm; Application; Discussion between Colleagues; Commentary Unit Overview: Discovering the Algorithm for Computing Inheritance Portions9. DIANE CHRISTOPHER: EUROPEAN-AMERICANS AND CULTURES; Overview of Lessons; Engaging the Students; Discussion between Colleagues; Commentary; Unit Overview: Many Cultures under One Quilt; 10. CHARLENE BECKMANN, KARA ROZANSKI, AND TARA PLUMMER: A THREE-WAY SCHOOL/UNIVERSITY COLLABORATION; Preparatory Activities; Engaging Students; Day 1: Runners Take Your Mark; Day 2: The Trodding Tortoise; Day 3: The Hopping Hare; Assessment; Discussion among Colleagues; Commentary; Unit Overview: The Tortoise and the Hare; 11. SUMMARY Classroom Strategies That Value Multicultural StudentsRevisiting Questions; Is It True That All Students Can Do Mathematics?; Does Achieving Equity in the Classroom Imply That the Teacher Must Take into Account the Cultural Perspectives of the Students?; How Will We Know If All Students Are Learning Math? Will National Tests Give Us the Information?; Can High-Stakes Tests Promote Equity?; How Valid Are Standardized Tests for English Language Learners?; What Can Classroom Teachers Do?; What Can Teacher Educators Do?; What Can School Administrator Do?; What Can We All Do Together?; Conclusion APPENDIX A: REFORM-BASED CURRICULUM PROJECTS |
| Record Nr. | UNINA-9910790673403321 |
|
Germain-McCarthy Yvelyne <1948-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mathematics and multi-ethnic students : exemplary practices / / Yvelyne Germain-McCarthy and Katherine Owens
| Mathematics and multi-ethnic students : exemplary practices / / Yvelyne Germain-McCarthy and Katherine Owens |
| Autore | Germain-McCarthy Yvelyne <1948-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (322 p.) |
| Disciplina | 510/.71/273 |
| Altri autori (Persone) | OwensKatherine <1942-> |
| Soggetto topico |
Mathematics - Study and teaching (Middle school) - United States
African American students Hispanic American students Indian students - United States |
| ISBN |
1-61442-218-4
1-315-85377-9 1-317-92269-7 1-317-92270-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; ACKNOWLEDGMENTS; MEET THE AUTHORS; FOREWORD; TABLE OF CONTENTS; 1. INTRODUCTION; Background; Purpose of This Book; The Sensitive Questions; Chapter Overviews; 2. EXEMPLARY PRACTICE: WHAT DOES IT LOOK LIKE?; The Principles and Standards for School Mathematics; The New Basic Skills; Envisioning Reform-based Classroom Environment; Exemplary Practices; 3. ISSUES IN MULTICULTURAL MATHEMATICS EDUCATION; Questions to Ponder; Multicultural Education; Research on the Achievement of Traditionally Underserved Students; Multicultural Education and Euro-Americans
Multicultural MathematicsNCTM and Multicultural Education.; Teacher Acts Affecting Learning; Further Reflections on the Questions; 4. LYNNE GODFREY: AFRICAN AMERICANS AND THE ALGEBRA PROJECT; Engaging Students; Warm-Up; Group Work; The Winding Game; Discussion between Colleagues; Commentary; Unit Overview: The Chinese Zodiac and the Division Algorithm; 5. GEORGINE ROLDAN: HISPANICS AND HEALTH ISSUES; Day 1 : Engaging Students; Group Work; Day 2: Assessment; Day 3: Healthy Foods Lesson; Discussion among Colleagues; Commentary; Unit Overview: Favorite Menu Items and Health Issues 6. TIM GRANGER: NATIVE AMERICANS AND INDIRECT MEASUREMENTUnit Overview; Engaging Students; Mathematics Lessons; Discussion between Colleagues; Commentary; Unit Overview: Aiming for the Stars; 7. RENOTE JEAN-FRANÇOIS: HAITIANS AND TECHNOLOGY; Unit Overview; Preparatory Activities; Engaging Students; Assessment; Discussion between Colleagues; Commentary; Unit Overview: The Roamer and the Haitian Revolution; 8. SAMAR SARMINI: MUSLIMS AND INHERITANCE PORTIONS; Engaging Students; Historical Background; Problem Solving; The Algorithm; Application; Discussion between Colleagues; Commentary Unit Overview: Discovering the Algorithm for Computing Inheritance Portions9. DIANE CHRISTOPHER: EUROPEAN-AMERICANS AND CULTURES; Overview of Lessons; Engaging the Students; Discussion between Colleagues; Commentary; Unit Overview: Many Cultures under One Quilt; 10. CHARLENE BECKMANN, KARA ROZANSKI, AND TARA PLUMMER: A THREE-WAY SCHOOL/UNIVERSITY COLLABORATION; Preparatory Activities; Engaging Students; Day 1: Runners Take Your Mark; Day 2: The Trodding Tortoise; Day 3: The Hopping Hare; Assessment; Discussion among Colleagues; Commentary; Unit Overview: The Tortoise and the Hare; 11. SUMMARY Classroom Strategies That Value Multicultural StudentsRevisiting Questions; Is It True That All Students Can Do Mathematics?; Does Achieving Equity in the Classroom Imply That the Teacher Must Take into Account the Cultural Perspectives of the Students?; How Will We Know If All Students Are Learning Math? Will National Tests Give Us the Information?; Can High-Stakes Tests Promote Equity?; How Valid Are Standardized Tests for English Language Learners?; What Can Classroom Teachers Do?; What Can Teacher Educators Do?; What Can School Administrator Do?; What Can We All Do Together?; Conclusion APPENDIX A: REFORM-BASED CURRICULUM PROJECTS |
| Record Nr. | UNINA-9910822420103321 |
|
Germain-McCarthy Yvelyne <1948-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Standing together : American Indian education as culturally responsive pedagogy / / Beverly J. Klug
| Standing together : American Indian education as culturally responsive pedagogy / / Beverly J. Klug |
| Autore | Klug Beverly J |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield Publishers/Association of Teacher Educators, , 2012 |
| Descrizione fisica | 1 online resource (206 p.) |
| Disciplina | 371.829/97 |
| Soggetto topico |
Indian children - Education - United States
Indian students - United States Multicultural education - United States Teachers - United States - Attitudes Social values - Study and teaching - United States Ethnicity - Study and teaching - United States Critical pedagogy |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-61048-787-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Acknowledgments; Introduction; Part I: A History of American Indian Education in the United States; Chapter 1: From Federal Intervention to Self-Determination; Chapter 2: Historical Roots of Native American Education in South Dakota; Chapter 3: A History of American Indian Culturally Sensitive Education; Chapter 4: Tundra Schools Then and Now; Part II: Integration of Culturally Relevant Pedagogy in an Era of High-Stakes Accountability; Chapter 5: The Savage Within; Chapter 6: Falling from Grace; Chapter 7: Teaching Choctaw as a Foreign Language in a Nontraditional Setting
Chapter 8: Indigenous Languages and Cultures in Native American Student AchievementPart III: Exploring the Possibilities; Chapter 9: Who Speaks for the American Indian?; Chapter 10: Collectively Transformative Pedagogy; Chapter 11: A Three-Part Strategy for Ensuring Culturally Relevant Pedagogy for American Indian Children; Chapter 12: Looking into the Future; Chapter 13: Leadership in Indian Education; Final Thoughts; Biographies; Index |
| Record Nr. | UNINA-9910453686603321 |
|
Klug Beverly J
|
||
| Lanham, Maryland : , : Rowman & Littlefield Publishers/Association of Teacher Educators, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Standing together : American Indian education as culturally responsive pedagogy / / Beverly J. Klug
| Standing together : American Indian education as culturally responsive pedagogy / / Beverly J. Klug |
| Autore | Klug Beverly J |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield Publishers/Association of Teacher Educators, , 2012 |
| Descrizione fisica | 1 online resource (206 p.) |
| Disciplina | 371.829/97 |
| Altri autori (Persone) | KlugBeverly |
| Soggetto topico |
Indian children - Education - United States
Indian students - United States Multicultural education - United States Teachers - United States - Attitudes Social values - Study and teaching - United States Ethnicity - Study and teaching - United States Critical pedagogy |
| ISBN | 1-61048-787-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Acknowledgments; Introduction; Part I: A History of American Indian Education in the United States; Chapter 1: From Federal Intervention to Self-Determination; Chapter 2: Historical Roots of Native American Education in South Dakota; Chapter 3: A History of American Indian Culturally Sensitive Education; Chapter 4: Tundra Schools Then and Now; Part II: Integration of Culturally Relevant Pedagogy in an Era of High-Stakes Accountability; Chapter 5: The Savage Within; Chapter 6: Falling from Grace; Chapter 7: Teaching Choctaw as a Foreign Language in a Nontraditional Setting
Chapter 8: Indigenous Languages and Cultures in Native American Student AchievementPart III: Exploring the Possibilities; Chapter 9: Who Speaks for the American Indian?; Chapter 10: Collectively Transformative Pedagogy; Chapter 11: A Three-Part Strategy for Ensuring Culturally Relevant Pedagogy for American Indian Children; Chapter 12: Looking into the Future; Chapter 13: Leadership in Indian Education; Final Thoughts; Biographies; Index |
| Record Nr. | UNINA-9910790797403321 |
|
Klug Beverly J
|
||
| Lanham, Maryland : , : Rowman & Littlefield Publishers/Association of Teacher Educators, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Standing together : American Indian education as culturally responsive pedagogy / / Beverly J. Klug
| Standing together : American Indian education as culturally responsive pedagogy / / Beverly J. Klug |
| Autore | Klug Beverly J |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield Publishers/Association of Teacher Educators, , 2012 |
| Descrizione fisica | 1 online resource (206 p.) |
| Disciplina | 371.829/97 |
| Altri autori (Persone) | KlugBeverly |
| Soggetto topico |
Indian children - Education - United States
Indian students - United States Multicultural education - United States Teachers - United States - Attitudes Social values - Study and teaching - United States Ethnicity - Study and teaching - United States Critical pedagogy |
| ISBN | 1-61048-787-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Acknowledgments; Introduction; Part I: A History of American Indian Education in the United States; Chapter 1: From Federal Intervention to Self-Determination; Chapter 2: Historical Roots of Native American Education in South Dakota; Chapter 3: A History of American Indian Culturally Sensitive Education; Chapter 4: Tundra Schools Then and Now; Part II: Integration of Culturally Relevant Pedagogy in an Era of High-Stakes Accountability; Chapter 5: The Savage Within; Chapter 6: Falling from Grace; Chapter 7: Teaching Choctaw as a Foreign Language in a Nontraditional Setting
Chapter 8: Indigenous Languages and Cultures in Native American Student AchievementPart III: Exploring the Possibilities; Chapter 9: Who Speaks for the American Indian?; Chapter 10: Collectively Transformative Pedagogy; Chapter 11: A Three-Part Strategy for Ensuring Culturally Relevant Pedagogy for American Indian Children; Chapter 12: Looking into the Future; Chapter 13: Leadership in Indian Education; Final Thoughts; Biographies; Index |
| Record Nr. | UNINA-9910817288703321 |
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Klug Beverly J
|
||
| Lanham, Maryland : , : Rowman & Littlefield Publishers/Association of Teacher Educators, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Voices of Native American educators [[electronic resource] ] : integrating history, culture, and language to improve learning outcomes for Native American students / / edited by Sheila T. Gregory
| Voices of Native American educators [[electronic resource] ] : integrating history, culture, and language to improve learning outcomes for Native American students / / edited by Sheila T. Gregory |
| Pubbl/distr/stampa | Lanham, Md., : Lexington Books, c2012 |
| Descrizione fisica | 1 online resource (263 p.) |
| Disciplina | 371.82997073 |
| Altri autori (Persone) | GregorySheila T |
| Soggetto topico |
Indians of North America - Education
Indian students - United States Indian students - United States - Social conditions Academic achievement - United States Indian teachers - United States |
| ISBN |
1-299-31617-4
0-7391-7193-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
VOICES OF NATIVE AMERICAN EDUCATORS; Contents; Acknowledgments; Preface; THE HISTORY AND STATUS OF NATIVE AMERICAN EDUCATION; American Indian Education: A History of Resilience and Self-Determination; The Dynamics of Native American Women and their Experiences: Identifying Ideologies and Theories that Help Explain Oppression; Navajo College Students' Perceptions of the Impact of Western Education on the Retention; Adolescent Drug Use and its Impact on Schools in Indian Country; CULTURALLY RELEVANT PEDAGOGY
Ah neen dush: Harnessing Collective Wisdom to Create Culturally Relevant Science Experiences in Pre-K ClassroomsCollapsing the Fear of Mathematics: A Study of The Effects of Navajo Culture on Navajo Student Performance In Mathematics; Generosity, Fortitude, Respect, Wisdom: Using Popular Culture To Teach Traditional Culture; TEACHING MODELS OF CULTURAL COMPETENCE AND CONTEXT; When Numbers Dance for Mathematics Students: Culturally Responsive Mathematics Instruction for Native Youth; 'Olu'olu i ka pä a ke Kaiäulu: Community and Place as a Textbook for Learning EDUCATIONAL STRATEGIES FROM NATIVE AMERICAN EDUCATORSPreparing American Indian Youth for the Transition from High School to College; Closing the Mathematics Achievement Gap of Native American Students Identified as Learning Disabled; Subject Index; About the Editor; About the Contributors |
| Record Nr. | UNINA-9910792187403321 |
| Lanham, Md., : Lexington Books, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
