Literaturnachweis - Detailanzeige
Autor/inn/en | Heineke, Amy J.; Papola-Ellis, Aimee |
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Titel | Inclusive texts in elementary classrooms. Developing literacies, identities, and understandings. |
Quelle | New York , NY: Teachers College Press (2022), VI, 185 S. |
Beigaben | Illustrationen; Literaturangaben |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 9780807766477 (gebundene Ausgabe); 9780807766460 (Taschenbuch); 9780807780787 (E-Book) |
Schlagwörter | USA; Language arts (Elementary); United States; Culturally sustaining pedagogy; Literacy; Anthologie; Social aspects; Bildungstheorie; Bildungspraxis Language arts; Elementary education; Elementary schools; Sprachunterricht; Elementarunterricht; Grundschule; USA; Pedagogy; Cultural behavior; Cultural behaviour; Relevance; Culture; Erziehungslehre; Kulturelles Verhalten; Relevanz; Kultur; Alphabetisierung; Schreib- und Lesefähigkeit; Social behavior; Social behaviour; Soziales Verhalten |
Abstract | Framing the work : responsive and critical lenses on classrooms -- Starting with students : relevant and authentic texts -- Connecting texts with learning goals : standards and curricula -- Developing identity and community : texts as mirrors and windows -- Supporting language development : literacy and biliteracy instruction -- Deepening understandings : inclusive texts across disciplines -- Expanding the reach of inclusive texts : advocacy work beyond the classroom. "Put children's diverse experiences at the center of the curriculum with texts that promote their identity development, literacy engagement and comprehension, and learning across the content areas. This practical text includes guidance for setting learning goals that align with relevant standards and curricular directives, as well as classroom examples, teaching strategies, and reflective questions"--Provided by publisher. |
Erfasst von | Library of Congress, Washington, DC |
Update | 2023/3/09 |