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ERIC Number: ED500225
Record Type: Non-Journal
Publication Date: 2006-Sep-14
Pages: 248
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-1-4129-3693-4
ISSN: N/A
Building on Student Diversity: Profiles and Activities
Cowdery, Joy R.; Rogness, Linda Ingling; Morrow, Linda E.; Wilson, Vicki A.
SAGE Publications (CA)
This text captures the profiles and cumulative records of six diverse students at early childhood, middle childhood, and then high school level. Intended for the preservice teacher, this book illustrates how to create a caring school environment; accommodate for special learning needs in instructional and assessments; and interact with families and communities. Key Features include: (1) Provides teachers with an understanding of children's backgrounds and abilities (Six diverse profiles portray a student as gifted, learning disabled, physically disabled, AD/HD, homosexual, or an English Language Learner); (2) Includes an insightful tool for understanding students and their learning challenges (A cumulative folder for each profile captures records of their grades, medical records, results of standardized tests and state assessments, parent-school communications and student work); and (3) Offers applied, hands-on activities linked to the profiles (A variety of instruction strategies, including reflective journaling, group discussions, role playing, and preparation of letters, posters, and other products of communication are suggested). The book is designed for students in teaching methods courses both at the undergraduate and graduate levels, and as a supplemental text for courses on Classroom Management, Multicultural Education, Special Education, or Diversity.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.sagepub.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A