Breaking the Mold of Education for Culturally and Linguistically Diverse Students
Produktdetaljer
Biografisk notat
Dr. Andrea Honigsfeld is professor and associate dean in the Division of Education at Molloy College, Rockville Centre, NY. She received several awards including a Fulbright Lecturing Award, Outstanding Dissertation Award, and ESL Educator of the Year Award.
Dr. Audrey Cohan is professor in the Division of Education at Molloy College, Rockville Centre, NY. She has published on child sexual abuse and effective professional development practices.
This third volume of the Breaking the Mold series provides an important look at providing socially just and equitable schooling for the diversity of students. Honigsfeld and Cohan have pulled together a compelling array of authors and chapters that help us wrestle more deeply with how to do the essential task of improving our ability to meet diverse students' needs.
- George Theoharis, Associate Professor, Syracuse University,
This book responds to the challenges raised by Asa Hilliard a generation ago: Do we have the will to educate all children? In this third volume of the Breaking the Mold series, editors Honigsfeld and Cohan provide compelling will and skill insights from students, parents, and all sectors of the community who are improving and transforming education for our culturally and linguistically diverse students. When you finish the preface to this book you will want to continue reading the rich compilation of narratives important to you as a teacher, student, researcher, professor, policy maker, parent/guardian, and/or community member.
- Randall B. Lindsey, professor emeritus, California State University, Los Angeles,
Social justice and equity issues with regard to our increasingly diverse student populations globally remain at the forefront of educational discourse. Multicultural change is upon us in these exciting and challenging times, and has been shaping the worldwide educational system for decades. In this volume, Honigsfeld and Cohan present stories of real educators who are crafting a vision that makes a difference for their students. It is in these stories that real solutions for educators are presented that will offer hope in our quest to create classrooms and schools that are innovative and responsive to all learners. Well done!
- Lois R. Favre Ed.D, Superintendent of Schools, Bridgehampton Union Free School District, NY and Director of the International Learning Styles Network,
The authors and editors skillfully address the question, who is school for? Their answer is persuasive but even more important, they provide ideas for ensuring that schools are inclusive and responsive to the diverse needs of learners. This book is packed with actionable examples for welcoming all students to school.
- Douglas Fisher, professor of educational leadership, San Diego State University; author of "The Distance Learning Playbook",
Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for the 21st Century is a unique collection of studies that describe successful practices used in working with culturally and linguistically diverse populations within the United States and abroad….This book should be a cornerstone to understanding the myriad practices available to serve culturally and linguistically diverse student populations. This book would allow teachers to see the span of approaches, the breadth of populations, and the proven approaches available when working with culturally and linguistically diverse students. Teacher pre-service and in-service preparation programs should make this book required reading to better prepare all teachers for the student population of today’s classrooms.
Teachers College Record
As editors of Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010) and Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (2011), we have explored innovative practices, many of which represent issues of diversity from multiple perspectives and schools of thought. As we have considered relevant factors, problems, and circumstances that influence effective education, we most readily recognize that within the twenty-first century, issues of diversity have become even more profound.
This book, the third in the Breaking the Mold series, was conceptualized with the hope that by sharing compelling stories of successful innovation, advocacy, and social justice, more children and their families will be affected in positive ways. The narratives presented in this volume are rooted in classrooms, districts, communities, teacher preparation programs from around the United States and many corners of the world. The unique initiatives portrayed here represent collaborative efforts by students, teachers, administrators, professors, parents, boards of education, and global citizens who believe in change and transformation for the betterment of education.
Foreword
Preface
Acknowledgments
Section I: Social Justice and Advocacy
Social Justice Leadership for Hispanic Youth: Addressing the White House Initiative on Educational Excellence for Hispanic AmericansTeacher’s Pet Projects Versus Real Social Justice TeachingTeaching for Transformation: Responsive Program Planning and Professional Development Aimed at Justice and Equity in Urban SettingsRestorative Justice: A Model for Meeting the Needs of LGBTIQ YouthCollaborative Teaching and Research for Cultural Congruence in New ZealandDiversity as Strength: How Higher Performing Schools Embrace Diversity and ThriveFrom Classroom to Community: Motivating Preservice Teachers in the Art of Teaching about Social JusticeSection II: Family and Community Involvement
Full-Service Community Schools: A District’s Commitment to Educating the Whole ChildCulturally and Linguistically Diverse Students: Tapping Into the Strengths of FamiliesWe Make the Road by Walking: The Family Leadership Initiative in Las Vegas, NevadaPreparing Chinese Immigrant Parents of Children with Disabilities to be Schools’ Equal PartnersWhat if Every Day was American Indian Day?Languages and Cultures Crossing Paths in Frontier CommunitiesInnovations in Mentoring: The Many Faces of Chosen to AchieveCommunity-based Pedagogies: Projects and Possibilities in Colombia and the USSection III: Culturally Responsive Practices in Classrooms, Schools, and Districts
Just Don’t Quit On Us: The Paradox of Motivating and Engaging African American Males at a Single Gender Middle SchoolScaling and Sustaining Cultural Proficiency: The Case of Wichita Public SchoolsExpanding the Voices of Literacy: Bringing Students’ Language and Culture to the ForeConsiderations About Bringing a Deaf Student into a Community of Learners in a Mainstream Classroom Integrating Culture-Based Arts Education Across Subject Area BoundariesEncouraging Student Legislators in the Process of Participatory Democracy and Social AdvocacyTeaching our Tongues: Student-run Language Classes as a Celebration of Linguistic and Cultural Diversity in SchoolsSeeing English Language Learners’ Perspectives on School: Using Photography to Improve Diverse Students’ Writing Self-efficacy and AchievementSection IV: Preservice and Inservice Teacher Education for Diversity
Teacher Education that Works: Collaboration Between TESOL and Content-Based Education Faculty to Better Prepare Future Teachers Empowering Diverse Teachers for Diverse Learners: A Program in International Studies in Education and its Implications for Diverse School Settings in IcelandSophisticated Sisters in Vegas: What Happens with Service-Learning Stays in Multicultural Teacher EducationA Praxis-Based Experience in Preparing Critical Bilingual Teachers in the BorderlandsThe Challenges and Rewards of Reciprocal Intercultural MentoringFrom Co-Teaching Partnership to Mentoring: Innovative Ways to Build Teacher CapacityCLASSIC© Professional Development for Teachers of Culturally and Linguistically Diverse StudentsContributors
Produktdetaljer
Biografisk notat
Dr. Andrea Honigsfeld is professor and associate dean in the Division of Education at Molloy College, Rockville Centre, NY. She received several awards including a Fulbright Lecturing Award, Outstanding Dissertation Award, and ESL Educator of the Year Award.
Dr. Audrey Cohan is professor in the Division of Education at Molloy College, Rockville Centre, NY. She has published on child sexual abuse and effective professional development practices.