Achievement for African-American Students: Strategies for the Diverse Classroom.

Autor/in	Reglin, Gary L.
Institution	National Educational Service, Bloomington, IN.
Titel	Achievement for African-American Students: Strategies for the Diverse Classroom.
Quelle	(1995), (132 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-879639-40-8
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academic Achievement; Black Students; Community Involvement; Cultural Awareness; Cultural Differences; Elementary Secondary Education; Instructional Effectiveness; Multicultural Education; Parent Participation; Teaching Methods; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schulleistung; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Unterrichtserfolg; Multikulturelle Erziehung; Elternmitwirkung; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This book has been designed to provide teachers of kindergarten through grade 12 with techniques and approaches for helping their African American students achieve in school. It presents a planned approach to four major initiatives: (1) to restructure the instruction and behaviors practiced in most classrooms today; (2) to provide teachers with strategies that will help them interact positively with their multicultural students; (3) to provide social and instructional strategies designed for effectiveness with African American male students; and (4) to describe measures that will increase the involvement of African American parents in their children's education. Chapter 1 explains what is wrong with the situation as it is and why new strategies are needed to respond to the needs of African American students. Chapter 2 argues that teaching must be restructured to support instruction and behaviors that are sensitive to ethnic minorities. Chapter 3 outlines a blueprint for action to promote more positive interactions between teachers and students, and Chapter 4 challenges the myth that urban African American parents do not want to get involved in school. Chapter 4 also offers a set of programs and strategies to increase parent involvement and a strategy to involve the whole community. (Contains 84 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC