A Multicultural Model for Rural At-Risk Students.

Autor/inn/en	Bloodsworth, Gaston; Fitzgerald, Doris
Titel	A Multicultural Model for Rural At-Risk Students.
Quelle	(1993), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Cooperative Learning; Cultural Awareness; Elementary School Students; Elementary Secondary Education; High Risk Students; Higher Education; Integrated Curriculum; Language Arts; Minority Groups; Multicultural Education; Rural Education; Rural Youth; Secondary School Students; Self Concept; Social Studies; Student Characteristics; Teacher Attitudes; Teacher Education Curriculum; Teaching Models + Suchen Sie Ihr Suchwort? Schulleistung; Kooperatives Lernen; Cultural identity; Kulturelle Identität; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Ethnische Minderheit; Multikulturelle Erziehung; Ländliche Erwachsenenbildung; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Sekundarschüler; Selbstkonzept; Gemeinschaftskunde; Lehrerverhalten; Lehrmodell
Abstract	Education reform mandates that teachers be able to function competently in multicultural classrooms. This paper describes a culturally aware teaching model designed to address the problems and needs of rural at-risk students. The major goal of the model is to empower students through acceptance, understanding, respect, and appreciation of both the self and other cultures. The pedagogically nontraditional model, developmental in nature, stresses a common culture curriculum that includes contributions of Black, Native American, Hispanic, Asian, and religious minorities within the student population. The program integrates social studies and language arts to form a core curriculum and draws heavily from literature as a means of teaching much of the content area. Emphasis is placed not on the textbook, but on creative experiences developed through the unit approach and the use of appropriate literature. To match the unique learning styles and characteristics of rural students, cooperative learning experiences are introduced. This approach enhances the self-worth of rural at-risk students and strengthens the positive correlations between self-concept and school achievement, thus reducing the at-risk factor. (Contains 22 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01