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- Toward a Theory of Culturally Relevant Pedagogy - JSTOR
Shulman's often cited article, "Knowledge and Teaching: Foundations of the New Reform" (1987), considers philosophical and psychological spectives, underscored by case knowledge of novice and experienced titioners Although Shulman's work mentions the importance of both
- Toward a Theory of Culturally Relevant Pedagogy - Gloria . . .
In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives
- But Thats Just Good Teaching! The Case for Culturally . . .
ways to value their skills and abilities and channel them in academically important ways Cultural competence Culturally relevant teaching requires that students maintain some cultural integrity as well as academic excellence In their widely cited article, Fordham and Ogbu (1986) point to a phenomenon
- But Thats Just Good Teaching! The Case for Culturally . . .
PDF | On Jun 1, 1995, Gloria Ladson‐Billings published But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy | Find, read and cite all the research you need on ResearchGate
- Culturally Relevant Pedagogy - Professional Learning (CA Dept . . .
Culturally Relevant Pedagogy is a theoretical model that focuses on multiple aspects of student achievement and supports students to uphold their cultural identities Culturally Relevant Pedagogy also calls for students to develop critical perspectives that challenge societal inequalities
- What Should Culturally Relevant Teaching Look Like Today . . .
A body of research has affirmed Ladson-Billings’ conclusions—that the practices of culturally relevant teaching can lead to students, and especially students of color, having more academic
- Gloria Ladson-Billings But Thats Just Good Teaching! The . . .
Culturally relevant pedagogy is framed as an instructional approach that seeks to empower students by connecting academic content to their cultural contexts
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