Teaching Diverse Populations: Formulating a Knowledge Base, Volume 1944

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Etta R. Hollins, Joyce Elaine King, Warren C. Hayman
SUNY Press, 1994 - Education - 289 pages
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This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.
 

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Contents

Cultural Congruence in Instruction
5
The Purpose of Schooling for African American
25
Developing a Holistic View of Schooling
57
Attributes of Effective Schools for Language
93
Teaching and Learning in Puerto RicanLatino
105
Taking a Closer Look at Schooling
159
Understanding the African American Learner
175
New and Prevailing Misconceptions of African
191
Ethnic Identity as a Variable in
207
A Literature Review
225
Afrocultural Expression and Its Implications
243
Contributors
275
Index
281
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About the author (1994)

Dr. Etta R. Hollins is Professor in the Department of Teacher Education, California State University-Hayward.

Dr. Joyce E. King is Director of Teacher Education in the Department of Counseling Psychology and Education, Santa Clara University.

Dr. Warren C. Hayman is Program Coordinator at the School of Continuing Studies at the Johns Hopkins University.

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