Educating Culturally Responsive Teachers

A Coherent Approach

Av Ana Maria Villegas, Tamara Lucas

589 kr

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Beskrivning

Provides a coherent framework for preparing teachers to work with a diverse student population.Offering a conceptual framework and practical strategies for teacher preparation in schools with increasingly diverse racial and ethnic student populations, this book presents a coherent approach to educating culturally responsive teachers. The authors focus on the importance of recruiting and preparing a diverse teaching force, as they propose a vision for restructuring the teacher education curriculum, reconceiving the pedagogy used to prepare prospective teachers, and transforming the institutional context in order to support the curricular and pedagogical changes they recommend.

Produktinformation

Utgivningsdatum: 2001-12-21
Mått: 152 x 229 x 16 mm
Vikt: 381 g
Format: Häftad
Språk: Engelska
Serie: SUNY series, Teacher Preparation and Development
Antal sidor: 272
Förlag: State University of New York Press
ISBN: 9780791452400

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Mer information

Ana MariŒa Villegas is a Professor of Curriculum and Teaching at Montclair State University. Tamara Lucas is Associate Professor of Educational Foundations at Montclair State University.

Recensioner i media

"This book presents a powerful reconceptualization of multicultural education by providing a curriculum proposal for culturally responsive teaching and guidelines for institutional support structures. This well-referenced and practical book is a major contribution to the field and a must-read for educators committed to a quality education for all students." — Jacqueline Jordan Irvine, coauthor of Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades"The authors have written an important book, firmly grounded in research on learning to teach and teaching, that outlines in great detail what is needed to accomplish the task of staffing our schools with culturally responsive teachers. It goes beyond the surface to discuss the specific elements of teacher education programs that are needed for our diverse public schools." — Ken Zeichner, University of Wisconsin-Madison

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