Children at Risk: Poverty, Minority Status, and Other Issues in Educational Equity.

Sonst. Personen	Barona, Andres (Hrsg.); Garcia, Eugene E. (Hrsg.)
Institution	National Association of School Psychologists, Silver Spring, MD.
Titel	Children at Risk: Poverty, Minority Status, and Other Issues in Educational Equity.
Quelle	(1990), (337 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-932955-16-9
Schlagwörter	At Risk Persons; Bilingual Education; Bilingual Students; Elementary School Students; Elementary Secondary Education; Equal Education; Ethnicity; High Risk Students; Minority Groups; Poverty; Secondary School Students; Student Characteristics + Suchen Sie Ihr Suchwort? Risikogruppe; Bilingual teaching; Bilingualer Unterricht; Ethnizität; Problemschüler; Ethnische Minderheit; Armut; Sekundarschüler
Abstract	This book provides a comprehensive perspective on the issues of at-risk children. Twenty individual chapters by 32 contributors include: (1) "Bilingual Education's 20-Year Failure To Provide Rights Protection for Language-Minority Students" (Keith Baker); (2) "Language-Minority Education Litigation Policy: 'The Law of the Land'" (Eugene Garcia); (3) "Development of Bilingualism: Myth & Reality" (Barry McLaughlin); (4) "Bilingual Immersion Education: Educational Equity for Language-Minority Students" (Kathryn Lindholm); (5) "Bilingualism and Cognitive Ability: Theory, Research, and Controversy" (Rafael Diaz); (6) "An Examination of Individual Factors Associated with the Academic Success and Failure of Mexican-American and Anglo Students" (J. Manuel Casas, Mike Furlong, V. Scott Solberg, Olga Carranza); (7) "A Model for Interventions with Low Achieving Minority Students" (Antoinette Halsell Miranda, Maryann Santos de Barona); (8) "Rashomon in the Classroom: Multiple Perspectives of Teachers, Parents, and Students" (Ursula Cassanova); (9) "Implementing Effective Instructional Interventions for Minority Students" (Todd Fletcher, Carlos Cardona-Morales); (10) "Recruitment and Retention of Minority School Psychologists" (Doris Benson); (11) "Critical Issues in Training School Psychologists to Serve Minority School Children" (Andres Barona, Maryann Santos de Barona, Arthur Flores, Martha Gutierrez); (12) "Achieving Equal Educational Outcomes for Black Children" (Janice Hale-Benson); (13) "Strategies and Techniques for Establishing Home-School Partnerships with Minority Parents" (Patricia Edwards); (14) "Insuring Equity in Education: Preparing School Personnel for Culturally and Linguistically Divergent At-Risk Handicapped Students" (Sandra Fradd, M. Jeanne Weismantel, Vivian Correa, Bob Algozzine); (15) "Preschool Screening of Ethnic Minority Children and Children of Poverty: Issues for Practice and Research" (Robert Pianta, Ronald Reeve); (16) "Step-by-Step Procedure for the Assessment of Language-Minority Children" (Linda Caterino); (17) "Identifying the Culturally Diverse Gifted Child" (Cheryll Pearson, Stephen DeMers); (18) "Use of Projective Techniques in the Assessment of Hispanic School Children" (Andres Barona, Arthur Hernandez); (19) "Perspectives on Language Proficiency Assessment" (Arnulfo Ramirez); and (20) "Use of Achievement Tests with Non-Native English-Speaking Language-Minority Students" (Daniel Ulibarri). (NB)
Anmerkungen	National Association of School Psychologists, 8455 Colesville Rd., Suite 1000, Silver Spring, MD 20910 ($42, Order #6066).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01