Closing the Poverty and Culture Gap: Strategies to Reach Every Student

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SAGE Publications, Mar 31, 2009 - Education - 98 pages
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Use instructional practices that lead students of poverty and diverse cultures to success!

Donna Walker Tileston and Sandra K. Darling provide instructional strategies to help teachers improve learning in students of diverse cultures and poverty. This research-based book presents a six-part framework that builds on students’ assets and strengths. The authors discuss:

  • Why some cultures are “turned off” by typical motivational approaches and what educators can do to reach students
  • What research says about the brain’s desire to learn
  • How teachers can build on students’ prior knowledge
  • The importance of resiliency
  • Teaching procedural and declarative knowledge and preparing students for tests

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About the author (2009)

Donna Walker Tileston is a veteran teacher and administrator. She is currently the president of Strategic Teaching and Learning, a consulting firm that provides services to schools throughout the United States and worldwide. Donna’s publications include Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies (2000), which has been on Corwin's bestseller list since its first year in print, in addition to the ten-volume award-winning series What Every Teacher Should Know, now in its second edition. Other recent titles are Teaching Strategies for Active Learning (2006), Teaching Strategies that Prepare Students for High Stakes Tests (2008), and Closing the Poverty and Culture Gap (2009). Donna received her BA from the University of North Texas, her MA from East Texas State University, and her EdD from Texas A & M University-Commerce. She may be reached at www.whateveryteachershouldknow.com

Sandra K. Darling is the founder and president of Learning Bridges. Grounded in five years of research, the Learning Bridges Aligned Instructional Database contains the most effective, research-based instructional strategies for the standards of all states—ranked in order of their power to impact learning. Born into extreme poverty in rural Minnesota, Darling understands the power of having significant adults in her life who believed in her, held high expectations, and taught her the value of integrity. She has co-authored three books in education and published articles in several education journals. She has presented on standards-based education, curriculum alignment, inclusion practices, transformational leadership, school improvement, strategic planning, and assessment practices to thousands of educators. She is the leading expert on aligning instructional strategies to content standards and delivering that instruction with the modifications to close the gap in achievement for diverse learners, i.e., students from poverty, diverse cultures, and English language learners. She received her BS degree, three master’s degrees, and her PhD from the University of Minnesota in related areas of education.

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