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Native Cultural Competency in Mainstream Schooling: "Outsider" Teachers with Insider Knowledge

Autor Sharon Vegh Williams, Joni M. Cole
en Limba Engleză Hardback – 27 oct 2017
This book provides an in-depth analysis of Native American educational issues in the Northeast and highlights teacher training and instruction that address the experience and needs of the many Native students that attend reservation border town schools. Williams and Cole expand upon the results of a participatory action study that explored the barriers to success for Native American students in mainstream schooling during the process of creating and implementing a Native cultural competency teacher-training program for classroom teachers. They document the evolution of cross-cultural relationships and interactions in a diverse schooling context and aim to usher in concrete changes in school experiences and educational outcomes for Native American students by fostering non-Native teachers’ growth in cultural competency.
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Specificații

ISBN-13: 9783319677941
ISBN-10: 3319677942
Pagini: 106
Ilustrații: XXI, 106 p. 4 illus.
Dimensiuni: 148 x 210 mm
Greutate: 0.31 kg
Ediția:1st ed. 2018
Editura: Springer International Publishing
Colecția Palgrave Macmillan
Locul publicării:Cham, Switzerland

Cuprins

Chapter 1. Introduction.- Chapter 2. The Study.- Chapter 3. Cultural Disconnect.- Chapter 4. History of Mohawk Education in Mainstream Schooling.- Chapter 5. Mistrust.- Chapter 6. 200% Education: The Two-Strand Wampum Treaty.- Chapter 7. Developmental Trajectory of Understanding: A Model for Change.- Chapter 8. The Teacher Training Program: Content and Implementation.- Chapter 9. Cultural Competency: Outcomes and Applications. 

Notă biografică

Sharon Vegh Williams is Visiting Assistant Professor of Education at St. Lawrence University, USA.

Joni M. Cole is Education Development Specialist for the St. Regis Mohawk Tribe in Akwesasne, USA.

Caracteristici

Studies the collaborative efforts of Native and non-Native educators and demonstrates how the discordant relationship between the Native and non-Native communities negatively impact students, teachers, and the school district as a whole Leverages cross-cultural collaboration in the service of broad-based, district-wide systemic change for heterogeneous, reservation border town communities Analysis of the results of the study culminates in a practical, research-based model for teacher training in Native cultural competency applicable to a variety of regional and national school settings