Isbn: 9783838321561 - beyond benchmarks: academics, multicultural curriculum, social justice, and equity (6 risultati)

Taschenbuch. Condizione: Neu. Beyond Benchmarks | Academics, Multicultural Curriculum, Social Justice, and Equity | Mae Chaplin | Taschenbuch | 136 S. | Englisch | 2009 | LAP LAMBERT Academic Publishing | EAN 9783838321561 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu. …

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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The loss of academic engagement within marginalized student populations shows the pressing need for curriculum grounded in multicultural pedagogy, social justice, and equity. For this work, a multicultural curriculum was created for a group of 8th grade students typically labeled as being at- risk by their school district. This group included English-Language Learners, students from lower socioeconomic backgrounds, and students who did not score well on previous standardized tests. Throughout the course of a unit of study in American History, these students were asked to determine the influences this new curriculum had on their behavior, academic performance, and attitudes. This book details how students not only became more engaged with the curriculum but more connected to school as well due to this process. Their reflections call for systemic change in American education that moves beyond the current climate of high-stakes testing and accountability. Educators, administrators, and anyone interested in changing our educational institutions can apply these findings and their implications within individual schools and classrooms. 136 pp. Englisch.…

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The loss of academic engagement within marginalized student populations shows the pressing need for curriculum grounded in multicultural pedagogy, social justice, and equity. For this work, a multicultural curriculum was created for a group of 8th grade stu.…

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The loss of academic engagement within marginalized student populations shows the pressing need for curriculum grounded in multicultural pedagogy, social justice, and equity. For this work, a multicultural curriculum was created for a group of 8th grade students typically labeled as being 'at- risk' by their school district. This group included English-Language Learners, students from lower socioeconomic backgrounds, and students who did not score well on previous standardized tests. Throughout the course of a unit of study in American History, these students were asked to determine the influences this new curriculum had on their behavior, academic performance, and attitudes. This book details how students not only became more engaged with the curriculum but more connected to school as well due to this process. Their reflections call for systemic change in American education that moves beyond the current climate of high-stakes testing and accountability. Educators, administrators, and anyone interested in changing our educational institutions can apply these findings and their implications within individual schools and classrooms.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 136 pp. Englisch.…

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The loss of academic engagement within marginalized student populations shows the pressing need for curriculum grounded in multicultural pedagogy, social justice, and equity. For this work, a multicultural curriculum was created for a group of 8th grade students typically labeled as being at- risk by their school district. This group included English-Language Learners, students from lower socioeconomic backgrounds, and students who did not score well on previous standardized tests. Throughout the course of a unit of study in American History, these students were asked to determine the influences this new curriculum had on their behavior, academic performance, and attitudes. This book details how students not only became more engaged with the curriculum but more connected to school as well due to this process. Their reflections call for systemic change in American education that moves beyond the current climate of high-stakes testing and accountability. Educators, administrators, and anyone interested in changing our educational institutions can apply these findings and their implications within individual schools and classrooms.…