Summary
Contents
Subject index
“The book provides a root cause analysis of why so many students are failing in America's public schools. The materials translate research into practice and provide a rich collection of data for instructional strategies.”
—Mary Reeve, Director, Services for Exceptional Students
Gallup McKinley County Schools, NM
Innovative, research-based strategies to reach all the learners in your class!
This second edition of the best-selling volume in the What Every Teacher Should Know series presents critical information about teaching learners from diverse racial, ethnic, socioeconomic, language, ability, and special needs backgrounds.
Updated throughout, this essential guide assimilates new data about how the brain processes information and provides tools for understanding and working with diverse students, including a cultural proficiency checklist, a vocabulary pretest and posttest, and a vocabulary summary. Donna Walker Tileston explores: Brain-compatible teaching strategies that engage diverse learners; Signs of bias to avoid in the classroom, including stereotypes, exclusion, selectivity, and more; How culture affects learning styles; Updated research on teaching children in poverty; Guidelines for working with English language learners
What Every Teacher Should Know About Diverse Learners shows teachers how to set high expectations for all students and facilitate their progress in fulfilling those expectations.
The Road to Closing the Achievement Gap
The Road to Closing the Achievement Gap
Despite national imagery full of high-flying concepts like “equal opportunity” and “level playing field,” English-learners, low-income, and minority students do not get the extra school support they need to catch up to their more advantaged peers; they all too frequently receive less than do other students.
For years we have been trying to close the gaps in achievement, particularly for students from diverse cultures and poverty. If we consider the enormous resources including financial and human energy put into this effort, we are still disappointed with the results thus far. As stated in Chapter 2, the gap has even widenedin some segments. Zeichner (2003), along with Williams (2003), suggest ...
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