This book is designed for professional development staff, teacher educators, lead teachers, administrators, and other school leaders who want to engage teachers in developing their critical cultural competence. Due to the increasingly diverse nature of todayAes schools, and imperative to increase the achievement of all students, no matter their background, there is great need for 21st century teachers to develop critical cultural competence. This is done best through on-going professional development for both new and experienced teachers because it requires much more than just knowing about the diverse nature of todayAes students. While culturally competent teachers can reflect on their own practices, and seek knowledge about their students, families and communities, teachers with critical cultural competence have to become more self-analytical in their reflections, innovative in their actions, and collaborative in helping to transform their schoolsAe culture.
Therefore, this book offers numerous activities to engage teachers in the exploration of themselves as a cultural beings and innovative ways to learn more about the diversity of todayAes students from their families and communities. The book is organized around professional development activities that focus on the three inseparable aspects required for developing teachersAe critical cultural competency: understanding of self; understanding of students; and understanding of families and communities. The book concludes with recommendations for how to plan and fund professional development for building teachersAe critical cultural competence in order to reach the ultimate goal of increasing student achievement.
Dr. Ye He is an Associate Professor in the Teacher Education and Higher Education Department at the University of North Carolina at Greensboro. Her research focuses on the promotion of strength-based, community-engaged culturally responsive practices in education. Barbara Levin has been a Professor in the Department of Teacher Education and Higher Education at the University of North Carolina at Greensboro (UNCG) since 1993. She was an elementary school teacher for 17 years before earning her Ph.D. at the University of California-Berkeley. Dr. Levin served as the Director of the Teachers Academy at UNCG, assistant department chair, and director of graduate studies. She was awarded the first Mentoring-Advising-Supervising (MAS) Award in the School of Education at UNCG. Dr. Levin also served as an Associate Editor for Teacher Education Quarterly for 8 years, and was co-PI on a 5-year, $1.4 million National Professional Development grant from the Dept. of Education called TESOL for ALL. Her research interests include: understanding how teachers' pedagogical beliefs develop across their careers; case-based teaching; problem-based learning (PBL); universal design for learning (UDL); and leading, teaching, and learning with technology. Dr. Levin has published eight books and over 40 articles in well-respected research journals.
List of Resources Foreword by Christine Sleeter Preface Why do we need this book? What is critical cultural competence? Who is this book for? How is this book different from other books about diversity and multicultural education? Organization and Special Features of This Book Conclusion Acknowledgments About the Authors Introduction: What Do We Need to Do to Prepare Teachers for Today's Diverse Classrooms? Why do we need educators with critical cultural competence in today's schools? How can we move professional development about diversity beyond knowledge? Who are we in this thing called diversity? How do we leverage assets of students, families and communities? Bringing It All Together Summary of Key Points Reflection and Extension 1. Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms? Introduction Common Goals for Multicultural Education Foundational Understandings About Diversity Milner's Five Conceptual Repertoires of Diversity Empathy Versus Sympathy Strength-Based Approach Materials and Resources Textbooks Historic and Contemporary Videos Online Learning Resources Guest Speakers Other Commonly Used Activities and Approaches Discussions and Reflection Case Studies and Case Discussions Book Clubs Activity 1.1 Book Club Jigsaw Activity The Game of Monopoly Empathy Activities Summary of Key Points Reflection and Extension Online Extensions 2. Who I Am: How Can We Understand Ourselves as Cultural Beings? Introduction Exploring Personal Characteristics and Beliefs Activity 2.1 Autobiographies Activity 2.2 Educational Philosophy Activity 2.3 All About Me Activities Activity 2.4 All in a Picture and Snapshot of Me Activities Revealing Beliefs and Identities to Others Activity 2.5 Intercultural Autograph Hunt Activity 2.6 Bio-Poems Activity 2.7 the Privilege Walk Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs) 3. Moving From Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities? Introduction Activity 3.1 Visioning Activity 3.2 Personal Practical Theories (PPTs) Activity 3.3 Action Research Summary of Key Points Reflection and Extension Additional Resources Online Extensions Focus for Professional Learning Communities (PLCs) 4. How Do We Prepare Educators to Understand and Appreciate Student Diversity? Introduction From Understanding Diversity to Appreciating Diversity Activity 4.1 Diversity Fact Sheets Activity 4.2 Website Reviews Activity 4.3 Interactive Survey Activity 4.4 Description, Interpretation, and Evaluation Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 5. From Critical Awareness to Transformative Action: How Do We Prepare Educators to Become Cultural Brokers for Student Success? Introduction From Critical Awareness to Transformative Action Cross-Cultural Competence and Critical Self-Reflection Activity 5.1 Active Listening Activity 5.2 Classroom Observation Analysis Activity 5.3 ABCs Project Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 6. Learning About the Community: How Can We Learn More About Parents and Families? Introduction Standards-Based Reform Benefits of Invoving Parents and Families in Schools Traditional Ways of Involving Parents in Schools Nontraditional Approaches to Parents and Involvement Barriers and Facilitators to Involvement Extending Traditional Approaches to Parent and Family Involvement Activity 6.1 Touring the Neighborhood--The Do's and Don'ts Activity 6.2 Home Visits at the Beginning of the School Year Activity 6.3 Preparing for the First Parent Conference Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 7. Community-Based Learning: How Can We Learn From Parents, Families, and Communities? Introduction How diverse are families and our communities? Partnering with Parents, Families, and Communities What is community-based learning? Community-Based Learning Activities Activity 7.1 Home-Community Camera Adventure Activity 7.2 Walking a Mile in Another's Shoes Transformative Effects of Community Adventures Summary of Key Points Reflection and Extension Online Extensions Focus for Professional Learning Communities (PLCs) 8. Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities? Introduction Connecting Culturally Responsive Pedagogy and Critical Cultural Competence Taking Risks to Develop Critical Cultural Competence Inspiring Critical Reflection and Awareness Transforming Professional Practice Using Rogers's Adoption of Innovation Theory Using the Concerns-Based Adoption Model (CBAM) Planning for Professional Development Before We Start Pre- and Postassessment Follow-Up Summary of Key Points Final Words Additional Resources Reflection and Extension Online Extensions References Index
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