Teaching Urban Learners
Culturally Responsive Strategies for Developing Academic and Behavioral Competence
Published on 31. January 2006
Book
Paperback/Softback
232 pages
978-0-87822-554-5 (ISBN)
Description
This valuable resource (recommended for K-5 classroom teachers, special educators, and counseling staff) is divided into four parts: (1) culturally responsive instruction, (2) effective academic instruction, (3) improving social competencies, and (4) parental involvement. The book's 11 chapters detail important strategies, such as providing effective academic interventions; teaching with high expectations; keeping students academically engaged in meaningful learning activities; monitoring progress; providing effective schoolwide behavioral interventions; and establishing positive relationships with families. The authors provide case examples and step-by-step instructions to help educators apply the strategies presented.
This book is the result of the authors' intensive consulting and research in inner-city elementary schools. Research shows that many poor children come to school unprepared for the academic and behavioral demands of the classroom. Their language and readiness skills are substantially behind those of their more affluent peers. As time goes by, many students fall progressively further and further behind and face an ever-widening achievement gap. They are often placed in special education classes and are disproportionately impacted by disciplinary referrals, suspensions, and expulsions. This is especially the case for African American males.
This book is the result of the authors' intensive consulting and research in inner-city elementary schools. Research shows that many poor children come to school unprepared for the academic and behavioral demands of the classroom. Their language and readiness skills are substantially behind those of their more affluent peers. As time goes by, many students fall progressively further and further behind and face an ever-widening achievement gap. They are often placed in special education classes and are disproportionately impacted by disciplinary referrals, suspensions, and expulsions. This is especially the case for African American males.
More details
Language
English
Place of publication
IL
United States
Target group
Professional and scholarly
Dimensions
Height: 279 mm
Width: 216 mm
ISBN-13
978-0-87822-554-5 (9780878225545)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Dr Gwendolyn Cartledge, Ph.D., is a professor at The Ohio State University, School of Physical Activity and Educational Services, USA special education programs. Her professional teaching, research, and writings have centered on students with mild disabilities, the development of social skills, and early intervention and prevention of learning and behavior problems through effective instruction.
Dr Ya-yu Lo, Ph.D., is an assistant professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte, USA. She recently directed an urban, model-school project focused on reducing disciplinary and special education referrals. Dr. Lo's research interests include behavioral disorders, positive behavioral support, and effective instruction.
Dr Ya-yu Lo, Ph.D., is an assistant professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte, USA. She recently directed an urban, model-school project focused on reducing disciplinary and special education referrals. Dr. Lo's research interests include behavioral disorders, positive behavioral support, and effective instruction.