Teachers' Applications of Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35.

Autor/in	Tomlinson, Louise M.
Institution	National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Titel	Teachers' Applications of Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35.
Quelle	(1996), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Childrens Literature; Classroom Environment; Classroom Techniques; Cultural Background; Discussion (Teaching Technique); Elementary Education; Ethnic Groups; Ethnicity; Lesson Plans; Literacy; Multicultural Education; Theory Practice Relationship; Writing Assignments + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; Klassenklima; Unterrichtsklima; Klassenführung; Elementarunterricht; Ethnie; Ethnizität; Lesson planning; Unterrichtsplanung; Alphabetisierung; Schreib- und Lesefähigkeit; Multikulturelle Erziehung; Theorie-Praxis-Beziehung
Abstract	This instructional resource presents ways in which teachers participating in a lesson bank exchange program for an ongoing research project have applied J. A. Banks' typology of ethnic identity development and related curriculum goals to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage are provided. Strategies for engaging students in the process of developing multicultural literacy through the use of relevant content and classroom discussion are provided in samples of lesson plans designed by participating teachers. The purpose of the instructional resource is to provide concrete examples of instructional material and the facilitation of classroom discussion and activity that is relevant to critical issues of ethnic identity development as they relate to multicultural competence and the development of multicultural literacy. Contains four figures. (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC