Literaturnachweis - Detailanzeige
| Autor/inn/en | Herrera, Socorro Guadalupe; Porter, Lisa; Barko-Alva, Katherine |
|---|---|
| Titel | Equity in school-parent partnerships. Cultivating community and family trust in culturally diverse classrooms. |
| Quelle | New York: Teachers College Press (2020), XIX, 170 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780807763780 (Taschenbuch); 9780807763797 (gebundene Ausgabe); 9780807778517 (E-Book) |
| Schlagwörter | USA; Education; Parent participation; United States; Community and school; Linguistic minorities; Language and education; Culturally relevant pedagogy; English language; Study and teaching; Foreign speakers; Bildungstheorie; Bildungspraxis Bildung; Erziehung; Elternmitwirkung; USA; Community; School; Schools; Schule; Language minorities; Sprachminderheit; Sprachliche Minderheit; Language; Languages; Education; Sprache; Pedagogy; Cultural behavior; Cultural behaviour; Relevance; Culture; Erziehungslehre; Kulturelles Verhalten; Relevanz; Kultur; Englisch; Study; Studies; Teaching; Studium; Unterricht; Foreign; Speaker; Ausländer; Redner |
| Abstract | "The contents of this book are extremely timely as more US public schools are moving to "push-in" programs for their English Learners (ELs) or following the increasing trend to launch DL programs as a way to offer instruction support for ELs. In this book, the authors use culturally and linguistically diverse (CLD) families as an umbrella term to discuss ESL and DL families. This book is intended to reach ESL teachers, content-area teachers teaching ELs, dual language teachers, administrators, and school personnel who work and support CLD parents. Despite the varied instructional approaches to addressing ELs needs, limited scholarship exits on the marginalization of CLD parents as leaders in the decision-making processes of today's schools. This book examines the divisive practices of existing parental involvement models that prevent parental engagement in ESL and DL contexts; the importance of addressing parental engagement amidst current political discourse surrounding immigration that further alienates EL parents; and the need for more proactive, action-based models that identify contributions of parents and community partners. By re-defining parental engagement as a mutually inclusive theoretical perspective, school, community and home become conduits for transforming student learning and improving school climate"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/3/09 |
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