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Language and cultural diversity in U.S. schools [[electronic resource] ] : democratic principles in action / / edited by Terry A. Osborn
| Language and cultural diversity in U.S. schools [[electronic resource] ] : democratic principles in action / / edited by Terry A. Osborn |
| Pubbl/distr/stampa | Westport, Conn., : Praeger Publishers, c2005 |
| Descrizione fisica | 1 online resource (242 p.) |
| Disciplina | 370.117/0973 |
| Altri autori (Persone) | OsbornTerry A. <1966-> |
| Collana | Educate US |
| Soggetto topico |
Multicultural education - United States
Language arts - Social aspects - United States Sociolinguistics - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-70666-X
9786610706662 0-313-06471-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction : participating in democracy means participating in schools / Terry A. Osborn and Dina C. Osborn -- Emergent possibilities for diversity in reading and the language arts / Cara Mulcahy -- Bilingual education : good for U.S.? / Mileidis Gort -- Accents and dialects : ebonics and beyond / Timothy Reagan -- A case study in cultural and linguistic difference : the deaf-world / Timothy Reagan -- Foreign language education : it's not just for conjugation anymore / Terry A. Osborn -- Multicultural education is good for U.S. beyond sensitivity training / Wanda DeLeón and Xaé Alicia Reyes -- Policies for a pluralistic society / Casey Cobb and Sharon F. Rallis -- What September 11th also teaches us / David Gerwin and Terry A. Osborn. |
| Record Nr. | UNINA-9910455178703321 |
| Westport, Conn., : Praeger Publishers, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Language and cultural diversity in U.S. schools [[electronic resource] ] : democratic principles in action / / edited by Terry A. Osborn
| Language and cultural diversity in U.S. schools [[electronic resource] ] : democratic principles in action / / edited by Terry A. Osborn |
| Pubbl/distr/stampa | Westport, Conn., : Praeger Publishers, c2005 |
| Descrizione fisica | 1 online resource (242 p.) |
| Disciplina | 370.117/0973 |
| Altri autori (Persone) | OsbornTerry A. <1966-> |
| Collana | Educate US |
| Soggetto topico |
Multicultural education - United States
Language arts - Social aspects - United States Sociolinguistics - United States |
| ISBN |
1-280-70666-X
9786610706662 0-313-06471-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction : participating in democracy means participating in schools / Terry A. Osborn and Dina C. Osborn -- Emergent possibilities for diversity in reading and the language arts / Cara Mulcahy -- Bilingual education : good for U.S.? / Mileidis Gort -- Accents and dialects : ebonics and beyond / Timothy Reagan -- A case study in cultural and linguistic difference : the deaf-world / Timothy Reagan -- Foreign language education : it's not just for conjugation anymore / Terry A. Osborn -- Multicultural education is good for U.S. beyond sensitivity training / Wanda DeLeón and Xaé Alicia Reyes -- Policies for a pluralistic society / Casey Cobb and Sharon F. Rallis -- What September 11th also teaches us / David Gerwin and Terry A. Osborn. |
| Record Nr. | UNINA-9910778420803321 |
| Westport, Conn., : Praeger Publishers, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Literacy for all students : an instructional framework for closing the gap / / edited by Rebecca Powell and Elizabeth C. Rightmyer
| Literacy for all students : an instructional framework for closing the gap / / edited by Rebecca Powell and Elizabeth C. Rightmyer |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2011 |
| Descrizione fisica | xvi, 269 p |
| Disciplina | 428.0071 |
| Altri autori (Persone) |
PowellRebecca <1949->
RightmyerElizabeth |
| Soggetto topico |
Language arts teachers - Rating of - United States
Language arts - Social aspects - United States Literacy - Social aspects - United States Multicultural education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-66211-5
1-136-87970-6 9786613639042 0-203-83873-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. The sociocultural context of literacy instruction -- pt. 2. Core instructional practices -- pt. 3. Becoming critical. |
| Record Nr. | UNINA-9910451639603321 |
| New York, N.Y. : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Literacy for all students : an instructional framework for closing the gap / / edited by Rebecca Powell and Elizabeth C. Rightmyer
| Literacy for all students : an instructional framework for closing the gap / / edited by Rebecca Powell and Elizabeth C. Rightmyer |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2011 |
| Descrizione fisica | xvi, 269 p |
| Disciplina | 428.0071 |
| Altri autori (Persone) |
PowellRebecca <1949->
RightmyerElizabeth |
| Soggetto topico |
Language arts teachers - Rating of - United States
Language arts - Social aspects - United States Literacy - Social aspects - United States Multicultural education - United States |
| ISBN |
1-136-87969-2
1-280-66211-5 1-136-87970-6 9786613639042 0-203-83873-4 |
| Classificazione | EDU007000EDU020000LAN010000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. The sociocultural context of literacy instruction -- pt. 2. Core instructional practices -- pt. 3. Becoming critical. |
| Record Nr. | UNINA-9910779191403321 |
| New York, N.Y. : , : Routledge, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Multicultural issues and literacy achievement / / Kathryn H. Au
| Multicultural issues and literacy achievement / / Kathryn H. Au |
| Autore | Au Kathryn H. <1947-, > |
| Pubbl/distr/stampa | Mahwah, N.J. : , : L. Erlbaum Associates, , 2006 |
| Descrizione fisica | 1 online resource (230 p.) |
| Disciplina | 302.2/244 |
| Collana | Literacy teaching series |
| Soggetto topico |
Literacy - Social aspects - United States
Language arts - Social aspects - United States Multicultural education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-8058-4401-5
1-315-04545-1 1-135-46438-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; MULTICULTURAL ISSUES AND LITERACY ACHIEVEMENT; Title Page; Copyright Page; Table of Contents; Preface; 1 Students of Diverse Backgrounds and the Literacy Achievement Gap; Pluralist and Assimilationist Stances; Students of Diverse Backgrounds: Facts and Figures; The Concept of Culture; Literacy in the Age of Globalization; The Literacy Achievement Gap; Summary; 2 Understanding the Gap: Explanations and Solutions; Explanations for the Literacy Achievement Gap; Explanations at a Macrolevel; Explanations at the Classroom Level; Summary; 3 Discourses and Literacy in the Home and Community
Multiple LiteraciesTranslating as a Family Literacy Practice; Literacy Demands in the Inner City; Gee's Concept of Discourse; Primary and Secondary Discourses; Summary; 4 Workshop Approaches to Literacy Learning; Acquisition Versus Learning; Application to Classroom Literacy Learning; Workshop Approaches; Readers' Workshop Example: Book Club Plus; General Principles for Strengthening Literacy Instruction; Summary; 5 Ownership and Building a Classroom Community; Ownership of Literacy; Anthropological Perspectives; Creating a Literate Classroom Community; Summary 6 Providing Instruction in Reading Comprehension StrategiesImportance of Higher Level Thinking; When Should Comprehension Strategies Be Taught?; What Comprehension Strategies Should Be Taught?; How Should Comprehension Strategies Be Taught?; Summary; 7 Culturally Responsive Instruction in Multiethnic Classrooms; Key Characteristics of Culturally Responsive Instruction; Responses to Frequently Asked Questions; Curriculum Content; Social Processes in the Classroom; Summary; 8 Second Language Learners, Multiliteracy, and the Language of Power; English Language Learners; Research Findings Two-Pronged ApproachFostering a Multiliterate Classroom Environment; Assessing Students' Literacy in the Primary Language and in English; Following Consistent Routines; Providing Comprehensible Input; Using the Primary Language as a Bridge to Literacy; Summary; 9 Effective Instruction of Phonics and Other Skills; Perspective on Skill Instruction; Provide a Meaningful Context for Skill Instruction; Provide Instruction to Address All Three Stages of Word Identification Development Teach Skills in an Integrated Manner to Strengthen Students' Understandings and Allow Time for Instruction in Comprehension and Higher Level ThinkingTeach According to a Six-Step Process That Leads to the Independent Application of Skills; Summary; 10 Schoolwide Change to Improve Literacy Achievement; The Staircase Curriculum; Whole School Reform Models and Package Programs; Dimensions of School Change; Standards and the Staircase Curriculum; Rationale for the Standards-Based Change Process; The To-Do List; Regular Reporting and Rising Expectations; Concluding Comments; References Author Index |
| Record Nr. | UNINA-9910452278503321 |
Au Kathryn H. <1947-, >
|
||
| Mahwah, N.J. : , : L. Erlbaum Associates, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Multicultural issues and literacy achievement / / Kathryn H. Au
| Multicultural issues and literacy achievement / / Kathryn H. Au |
| Autore | Au Kathryn H. <1947-, > |
| Pubbl/distr/stampa | Mahwah, N.J. : , : L. Erlbaum Associates, , 2006 |
| Descrizione fisica | 1 online resource (230 p.) |
| Disciplina | 302.2/244 |
| Collana | Literacy teaching series |
| Soggetto topico |
Literacy - Social aspects - United States
Language arts - Social aspects - United States Multicultural education - United States |
| ISBN |
1-135-46445-6
0-8058-4401-5 1-315-04545-1 1-135-46438-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; MULTICULTURAL ISSUES AND LITERACY ACHIEVEMENT; Title Page; Copyright Page; Table of Contents; Preface; 1 Students of Diverse Backgrounds and the Literacy Achievement Gap; Pluralist and Assimilationist Stances; Students of Diverse Backgrounds: Facts and Figures; The Concept of Culture; Literacy in the Age of Globalization; The Literacy Achievement Gap; Summary; 2 Understanding the Gap: Explanations and Solutions; Explanations for the Literacy Achievement Gap; Explanations at a Macrolevel; Explanations at the Classroom Level; Summary; 3 Discourses and Literacy in the Home and Community
Multiple LiteraciesTranslating as a Family Literacy Practice; Literacy Demands in the Inner City; Gee's Concept of Discourse; Primary and Secondary Discourses; Summary; 4 Workshop Approaches to Literacy Learning; Acquisition Versus Learning; Application to Classroom Literacy Learning; Workshop Approaches; Readers' Workshop Example: Book Club Plus; General Principles for Strengthening Literacy Instruction; Summary; 5 Ownership and Building a Classroom Community; Ownership of Literacy; Anthropological Perspectives; Creating a Literate Classroom Community; Summary 6 Providing Instruction in Reading Comprehension StrategiesImportance of Higher Level Thinking; When Should Comprehension Strategies Be Taught?; What Comprehension Strategies Should Be Taught?; How Should Comprehension Strategies Be Taught?; Summary; 7 Culturally Responsive Instruction in Multiethnic Classrooms; Key Characteristics of Culturally Responsive Instruction; Responses to Frequently Asked Questions; Curriculum Content; Social Processes in the Classroom; Summary; 8 Second Language Learners, Multiliteracy, and the Language of Power; English Language Learners; Research Findings Two-Pronged ApproachFostering a Multiliterate Classroom Environment; Assessing Students' Literacy in the Primary Language and in English; Following Consistent Routines; Providing Comprehensible Input; Using the Primary Language as a Bridge to Literacy; Summary; 9 Effective Instruction of Phonics and Other Skills; Perspective on Skill Instruction; Provide a Meaningful Context for Skill Instruction; Provide Instruction to Address All Three Stages of Word Identification Development Teach Skills in an Integrated Manner to Strengthen Students' Understandings and Allow Time for Instruction in Comprehension and Higher Level ThinkingTeach According to a Six-Step Process That Leads to the Independent Application of Skills; Summary; 10 Schoolwide Change to Improve Literacy Achievement; The Staircase Curriculum; Whole School Reform Models and Package Programs; Dimensions of School Change; Standards and the Staircase Curriculum; Rationale for the Standards-Based Change Process; The To-Do List; Regular Reporting and Rising Expectations; Concluding Comments; References Author Index |
| Record Nr. | UNINA-9910790550303321 |
|
Au Kathryn H. <1947-, >
|
||
| Mahwah, N.J. : , : L. Erlbaum Associates, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
