Un-standardizing curriculum : multicultural teaching in the standards-based classroom
著者
書誌事項
Un-standardizing curriculum : multicultural teaching in the standards-based classroom
（Multicultural education series / series editor, James A. Banks）
Teacher College Press, c2005
- : pbk
- : cloth
大学図書館所蔵 件 / 全2件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
Includes bibliographical references (p. 183-199) and index
内容説明・目次
- 巻冊次
-
: pbk ISBN 9780807746219
内容説明
How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes a strong case for what teachers can do to "un-standardize" knowledge in their own classrooms, while working toward high standards of academic achievement. This book includes: detailed portraits of activist teachers committed to multicultural education, including the constraints and challenges they face; guidance for teachers who want to develop their classroom practice, illustrating the possibilities and spaces teachers have within a standardized curriculum; and a field-tested conceptual framework that elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenge, and curriculum resources.
- 巻冊次
-
: cloth ISBN 9780807746226
内容説明
How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes a strong case for what teachers can do to ""un-standardize"" knowledge in their own classrooms, while working toward high standards of academic achievement. This book includes: detailed portraits of activist teachers committed to multicultural education, including the constraints and challenges they face; guidance for teachers who want to develop their classroom practice, illustrating the possibilities and spaces teachers have within a standardized curriculum; and a field-tested conceptual framework that elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenge, and curriculum resources.
「Nielsen BookData」 より