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ERIC Number: ED417153
Record Type: Non-Journal
Publication Date: 1998
Pages: 136
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-89333-163-5
ISSN: N/A
Common Sense about Uncommon Knowledge: The Knowledge Bases for Diversity.
Smith, G. Pritchy
This book explains knowledge bases for teaching diverse student populations. An introduction displays one first-year teacher's experiences with diverse students in a high school classroom in San Angelo, Texas in 1961. The 15 chapters are: (1) "Toward Defining Culturally Responsible and Responsive Teacher Education"; (2) "Knowledge Base 1: Foundations of Multicultural Education"; (3) "Knowledge Base 2: Sociocultural Contexts of Human Growth and Psychological Development in Marginalized Ethnic and Racial Cultures"; (4) "Knowledge Base 3: Cultural and Cognitive Learning Style Theory and Research"; (5) "Knowledge Base 4: Language, Communication and Interactional Styles of Marginalized Cultures"; (6) "Knowledge Base 5: Essential Elements of Culture"; (7) "Knowledge Base 6: Principles of Culturally Responsive Teaching and Culturally Responsive Curriculum Development"; (8) "Knowledge Base 7: Effective Strategies for Teaching Minority Students; (9) Knowledge Base 8: Foundations of Racism"; (10) "Knowledge Base 9: Effects of Policy and Practice on Culture, Race, Gender, and Other Categories of Diversity"; (11) "Knowledge Base 10: Culturally Responsive Diagnosis, Measurement, and Assessment"; (12) "Knowledge Base 11: Sociocultural Influences on Subject-Specific Learning"; (13) "Knowledge Base 12: Gender and Sexual Orientation"; (14) "Knowledge Base 13: Experiential Knowledge"; and (15) "A Final Word: Justice." An appendix presents a list of the components of each of the 13 knowledge bases. (Contains approximately 625 references.) (SM)
AACTE Publications, 1307 New York Ave., N.W., Suite 300, Washington, DC 20005-4701; phone: 202-293-2450; fax: 202-457-8095; World Wide Web: www.aacte.org
Publication Type: Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.