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Author: Donna Ford
Publisher:
ISBN: 9781618211620
Category :
Languages : en
Pages : 0
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Book Description
At a time when schools are grappling with the achievement gap and underrepresentation among African-American and Hispanic students in gifted education, Bloom-Banks Matrix: Design Rigorous, Multicultural Curriculum for the Diverse 21st Century Classroom helps teachers and curriculum developers to design lessons and activities that are both rigorous and culturally responsive. Using the original Bloom-Banks matrix created by Ford and Harris (1999) and updated by Ford (2011), this unique book can be used to differentiate instruction to meet the needs of all students in the classroom simultaneously. The authors present more than 100 matrices to be used with students in grades K-5 in all subject areas.
Author: Donna Ford
Publisher:
ISBN: 9781618211620
Category :
Languages : en
Pages : 0
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Book Description
At a time when schools are grappling with the achievement gap and underrepresentation among African-American and Hispanic students in gifted education, Bloom-Banks Matrix: Design Rigorous, Multicultural Curriculum for the Diverse 21st Century Classroom helps teachers and curriculum developers to design lessons and activities that are both rigorous and culturally responsive. Using the original Bloom-Banks matrix created by Ford and Harris (1999) and updated by Ford (2011), this unique book can be used to differentiate instruction to meet the needs of all students in the classroom simultaneously. The authors present more than 100 matrices to be used with students in grades K-5 in all subject areas.
Author: Brian L. Wright
Publisher: IAP
ISBN: 1648027490
Category : Education
Languages : en
Pages : 125
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Book Description
This book of matrices with Black boys as the main character is designed to help gifted and talented education teachers leverage Black boys’ identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom. Ford and colleagues (2005) spoke to the notion of and need for ‘self-reflective instruction.’ We argue that all teachers must want to and learn how to legitimize the “everyday” experiences that are learned and cultivated in the homes and communities of Black boys, and how these experiences shape their self-identities and contribute to agency (Wright, Counsell, & Tate 2015). We, therefore, advocate for the rethinking of literacies by repositioning White-centered texts that often reflect and represent power and privilege toward centering the brilliance of Black identities of Black children in general, Black boys in particular. Black boys (of all ages) want to and need to physically see positive images of themselves in books reflected at them. This representation, we argue, has the potential to become an example of a compelling counter-narrative to the history of the “all-White world” (Larrick, 1965) of children’s books that only presented Black characters as “objects of ridicule and generally inferior beings” (Sims Bishop 2012, p. 6). When Black boys see themselves portrayed visually, textually, and realistically in children’s books, vital messages of recognition, value, affirmation, and validation are conveyed. Recognition of the sociocultural contexts in which they live is celebrated. Books for and about Black boys must be rigorous, authentic, multicultural, and developmentally appropriate to allow them to synthesize what they have read, heard, and seen during literacy instruction in authentic and meaningful ways. Multicultural books must introduce children to information about the values of justice, fairness, and equity. Developmentally appropriate books should vary with and adapt to the age, experience, and interests of gifted and talented Black boys to allow them the opportunity to demonstrate critical thinking, textual analysis skills and convey conceptual knowledge. These stories must expose Black boys to culturally relevant counter stories -- stories that counteract the dominant discourse that has primarily depicted Black boys as “at risk” versus placed at risk; “without hope” versus hopeful; or “out of control and dangerous” (Tatum, 2005, p. 28) versus developing self-control like all other children (Wright et al., 2018).
Author: Donna Y. Ford
Publisher: Routledge
ISBN: 1000494772
Category : Education
Languages : en
Pages : 282
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Book Description
Each year, the United States witnesses significant changes in the demographics of its citizens. Accordingly, schools—and the students we teach—are also changing. With such changes come the need, responsibility, and obligation for educators to provide students with an education that is both rigorous and culturally responsive. This book bridges the gap that exists between educating advanced learners and educating culturally different learners. Multicultural Gifted Education, 2nd ed. addresses various topics, including racially and culturally diverse students and families, historical and legal perspectives on educating gifted and minority students, culturally responsive curriculum and assessment, and counseling students from a multicultural perspective.
Author: Kristen R. Stephens
Publisher: Routledge
ISBN: 1000493792
Category : Education
Languages : en
Pages : 270
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Book Description
Gifted students require a curriculum that intentionally aligns with their advanced abilities to ensure engagement at the appropriate level of intensity and depth. Introduction to Curriculum Design in Gifted Education offers an in-depth exploration of curriculum development for the gifted. Included are the general foundations of good curriculum design, a survey of curriculum models appropriate for gifted learners, an examination of design considerations across content areas, a detailed analysis of the role assessment has in the curriculum development process, and an exploration of trends and future directions of curriculum development for the gifted. Each chapter is authored by experts with considerable knowledge pertaining to curriculum implications for gifted students and is written with the practitioner in mind to facilitate effective implementation. This text is an essential addition to the library of any educator seeking to create new and/or adapt existing curriculum to better address the interests and abilities of gifted students.
Author: Nyberg, Julia L.
Publisher: IGI Global
ISBN: 1799881555
Category : Education
Languages : en
Pages : 350
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Book Description
Given the importance of the development of intellectualism and the need to ensure equity and access to learning experiences, educators at all levels must be aware of research-based protocols to identify, serve, and evaluate programs for diverse gifted learners. It is essential to understand how gifted education can increase equity in identification practices for historically underrepresented groups, what the specific curricular opportunities are that must be provided to learners to develop gifted programs, and what the key considerations are to the design and implementation of authentic and equitable programs for gifted learners. Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation curates cutting-edge protocols in the field of gifted education related to the areas of equitable identification, implementation of services, and programmatic assessment. These protocols seek to initiate discussion and critical discourse regarding diverse gifted learners among higher education faculty, state department personnel, district administrators, and classroom teachers. Covering topics such as digital differentiation, equitable assessment, and STEM education, this text is ideal for teacher education programs, preparation programs, university degree programs, university credential programs, certificate programs, faculty, graduate students, state departments of education, superintendents, coordinators, administrators, teachers, professors, academicians, and researchers.
Author: Brian L. Wright
Publisher: Teachers College Press
ISBN: 0807776815
Category : Education
Languages : en
Pages : 169
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Book Description
This much-needed book will help schools and, by extension, society to better understand and identify the promise, potential, and possibilities of Black boys. Drawing from their wealth of experience in early childhood education, the authors present an asset- and strengths-based view of educating Black boys. This positive approach enables practitioners and school leaders to recognize, understand, and cultivate the diversity of social skills of Black boys in the early grades (pre-K–3rd grade). Each chapter begins with a vignette to illustrate what is lost when Black boys are prevented from participating freely in boyhood, having to instead attend to adult and peer interactions and attitudes that view them as “bad boys” and “troublemakers.” This accessible book provides teachers with classroom strategies to help young Black boys achieve their highest potential, along with other resources for supporting their social-emotional development, such as a reading list of authentic multicultural children’s books with Black boys as protagonists. “The Brilliance of Black Boys claims new ground to advance knowledge and practice that can change the narrative about Black boys and their early schooling.” —From the Foreword by James Earl Davis, Temple University “Wright’s uncommon insight into the world of Black boys unveils a new narrative and gives educators a formula for turning opportunity into advantage.” —Carol Brunson Day, past president, NAEYC “The Brilliance of Black Boys provides counter-stories, theories, paradigms, and resources to skillfully illustrate the strengths of Black boys. Readers will not be disappointed.” —Donna Y. Ford, Vanderbilt University
Author: Robin M. Greene
Publisher: Taylor & Francis
ISBN: 1000889351
Category : Education
Languages : en
Pages : 149
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Book Description
Written by experienced leaders in gifted education, this book is a foundational guide for supervisors, administrators, and districts seeking to create culturally responsive and equity-focused gifted policies and programs. Engaging chapters supported by real-world vignettes and interactive contemplation corners outline key elements of culturally responsive leadership and the administrative actions necessary for disrupting systems of oppression within gifted programs. Topics covered include culturally responsive gifted education, multitiered systems of support, authentic family engagement, the use of data to inform systemic change, and more. Featuring authentic applications of culturally responsive gifted leadership practices and an innovative tool to evaluate gifted program inclusivity, this book is essential reading for all current and future leaders in gifted education.
Author: Eddie Moore Jr.
Publisher: Corwin Press
ISBN: 150635176X
Category : Education
Languages : en
Pages : 471
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Book Description
Facing issues of race and privilege with a clear, compassionate gaze, this book helps teachers illuminate blind spots, overcome unintentional bias, and reach the students who need them the most.
Author: Orlando Patterson
Publisher: Harvard University Press
ISBN: 0674728750
Category : Religion
Languages : en
Pages : 686
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Book Description
The Cultural Matrix seeks to unravel an American paradox: the socioeconomic crisis and social isolation of disadvantaged black youth, on the one hand, and their extraordinary integration and prominence in popular culture on the other. This interdisciplinary work explains how a complex matrix of cultures influences black youth.
Author: Eric S. York
Publisher: LifeRich Publishing
ISBN: 1489717749
Category : Biography & Autobiography
Languages : en
Pages : 136
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Book Description
Family and community teaching of principles are so important to the development of future generations. Many good living morals have been lost in society, which impacted the decrease in character, respect, integrity, and accountability. A good attitude led by self-discipline will carry you a long way on the path to success. Time doesn’t wait on the realization and achievement of purpose.
