Basic Skills Curriculum for Cultural Inclusiveness and Relevance, 1990-1991.

Autor/inn/en	Baez, Luis; und weitere
Institution	Milwaukee Area Technical Coll., WI.
Titel	Basic Skills Curriculum for Cultural Inclusiveness and Relevance, 1990-1991.
Quelle	(1991), (144 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Learning; Basic Skills; Cognitive Style; Course Descriptions; Course Objectives; Cross Cultural Studies; Cultural Interrelationships; Cultural Pluralism; Curriculum Development; Curriculum Guides; Ethnic Groups; Ethnic Relations; Ethnicity; Interpersonal Competence; Multicultural Education; Relevance (Education); Social Influences + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Basic skill; Grundfertigkeit; Cognitive styles; Kognitiver Stil; Kursstrukturplan; Cultural comparison; Kulturvergleich; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; Ethnie; Ethnische Beziehungen; Ethnizität; Interpersonale Kompetenz; Multikulturelle Erziehung; Relevance; Relevanz; Sozialer Einfluss
Abstract	This guide lays out the pedagogical and theoretical foundations of a culturally inclusive, vertical basic skills curriculum for adults testing at the 0-8 grade levels. Chapter 1 discusses the basis for the development of this curriculum: a sound basic skills adult curriculum is built upon a psychosocial examination of individual learners in relationship to the immediate and larger society in which they live and the effect of this relationship on the formation of their social identity and intellectual and academic development. Chapter 2 discusses factors that affect learning in diverse populations and then addresses the family life and traditions of specific ethnic groups of adult learners and their relationship to education. Chapter 3 presents a theoretical framework for cultural inclusiveness and relevance. The multicultural education model is highlighted. Chapter 4 discusses pedagogical practice. The four-part lessons described are designed to encourage creative expressiveness, critical thinking, and multicultural interaction. Chapter 5 offers approaches to teaching language, mathematics, and cultural studies. Chapter 6 contains a listing of generative themes that can be used to organize instructional lessons and the more specific course outlines for language and reading courses designed to encompass an expanded core curriculum. Appendixes include three bibliographies: 147 items on theory and pedagogy, 36 items on diversity and learning, and 130 items on multicultural mathematics teaching. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01