|
|
Pub Date: |
2003-00-00 |
Pub Type(s): |
Books; Guides - Classroom - Teacher |
Peer Reviewed: |
|
|
|
|
Descriptors:
Classroom Research; Cultural Awareness; Dialog Journals; Language Arts; Middle School Students; Middle Schools; Multicultural Education; Multicultural Literature; Novels; Reader Response; Reading Research; Student Surveys; Teacher Role; Writing Assignments
Abstract:
This book shares the findings of a study of one teacher, Ann, and her eighth-grade classes of 123 readers who participated in a multicultural literature unit. A feature of the study was that the majority of the students were white--that is, the dominant culture--and studied novels representing nondominant cultures. The study's purpose was to find out what dominant-culture students learn when reading novels about people from cultures different from their own. To determine student learning and whether Ann had met her instructional goals, the book's author examined students' written work assigned during the unit. The book also reviews findings of other researchers in similar studies, discusses the teacher's role in students' learning and reading of multicultural literature, and makes suggestions for what teachers can do in their own classrooms to help students integrate personal response and social responsibility. Samples of these writing assignments presented in the appendixes include: a Book Club Organizer in which students kept notes and information about characters, setting, and theme; a Dialogue Journal in which students wrote to one another about their novels; and a Pre- and Post-Unit Survey in which students answered questions about their reading and about their novels. (Contains 74 references.) (NKA)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Author(s): |
N/A |
Source: |
N/A |
|
Pub Date: |
2002-04-00 |
Pub Type(s): |
Creative Works; Guides - Non-Classroom; ERIC Publications |
Peer Reviewed: |
|
|
|
|
Descriptors:
Dialog Journals; Elementary Education; Learning Activities; Parent Child Relationship; Parent Participation; Story Reading
Abstract:
The message of this series of books, "Parents and Children Together," is that parents should get together with their children, talk about stories, and learn together. This book, "Learning Together," contains several stories that parents and children can read together and talk about in a relaxed way. The book has a companion audiotape called "Teamwork Learning." Advice is given in the first part of the book as to the best way to go about reading together. In the second half of the book and on one side of the audio tape are ideas and guidelines for the interested parent. Following an introduction and a "getting started" section, the book is divided into these parts: (1) Read-Along Stories ("Brewster Rooster and the Thistle Whistle" by Dorothy Baughman; "A Friend for Ben" by John E. Moore; "Friday Night Fights" by Winston Munn); and (2) Guidelines for Parents (What Is Teamwork Learning?; Dialogue Journals: A Different Kind of "Talking Book"; Activities for Fun and Learning; and Books for Parents and Children). (NKA)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (1324K)
|
More Info:
Help
Find in a Library
|
|
