Literaturnachweis - Detailanzeige
| Autor/in | Hernandez, Paul |
|---|---|
| Titel | The pedagogy of real talk. Engaging, teaching, and connecting with students at-promise. 2nd ed. |
| Quelle | Thousand Oaks, California: Corwin (2022), XV, 216 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781071844816 (Taschenbuch); 9781071844809 (EPUB); 9781071844793 (EPUB); 9781071844786 (PDF) |
| Schlagwörter | USA; Children with social disabilities; Education; United States; Social aspects; Educational psychology; Communication in education; Teacher-student relationships; Erziehung Child; Children; Social disabilities; Kind; Kinder; Verhaltensstörung; Soziales Verhalten; Bildung; Erziehung; USA; Social behavior; Social behaviour; Erziehungspsychologie; Pädagogische Psychologie; Communication; Education; Kommunikation; Teacher; Teachers; Student; Students; Relationship; Lehrer; Lehrerin; Lehrende; Schüler; Schülerin; Studentin; Wechselbeziehung; Verbindung |
| Abstract | "Our current education system faces growing challenges in meeting the diverse and ever-changing needs of its students. New strategies and practical tools are needed not only to empower and prepare educators to teach in urban schools and to work in multicultural contexts but also to enhance student engagement. The Pedagogy of Real Talk is a tool for educators who work with at-risk students. many of whom are likely to drop out of school. This book offers an in-depth understanding of an alternative pedagogy created for use by anyone working with at-risk learners. It offers valuable insight to understand at-risk students and critical facets of teaching this population and contains an in-depth explanation of the pedagogy and a step-by-step process to implement it. This real-world, practical approach can be used either in its entirety or in segments to meet the specific needs of educators. The overall intent is to empower educators to build meaningful relationships with students who are disengaged in the learning process and, in turn, to help teachers connect those students with the content and the content with the students. As all this occurs, teachers are also empowered to learn from and about their students. The result is improved classroom outcomes"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/10 |
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