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Author: National Library of Medicine (U.S.)
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1712
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Book Description
First multi-year cumulation covers six years: 1965-70.
Author: National Library of Medicine (U.S.)
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1712
Get Book Here
Book Description
First multi-year cumulation covers six years: 1965-70.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 734
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Book Description
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 508
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Book Description
Author:
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 330
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Book Description
Author: James Lynch
Publisher: Routledge
ISBN: 1136616373
Category : Education
Languages : en
Pages : 607
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Book Description
First published in 1992. In this volume, the first of this series, many of these themes and issues are rehearsed, although the major focus is on the diversity of approaches to social and narrower educational policy and practice in culturally diverse societies. Authors have been invited to review, critically discuss and seek to extend the theoretical and ideological assumptions underlying policy and practice in their chosen field.
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1586
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Book Description
Author: National Library of Medicine (U.S.)
Publisher:
ISBN:
Category : Health education
Languages : en
Pages : 586
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Book Description
Author: National Library of Medicine (U.S.)
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1684
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Book Description
Author: Louis A. Castenell Jr.
Publisher: State University of New York Press
ISBN: 0791498603
Category : Education
Languages : en
Pages : 326
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Book Description
This book examines issues of identity and difference, both theoretically and as represented in curriculum materials. Here debates over the cultural character of the curriculum are characterized as debates over the American national identity. The editors argue that historically, cultural conservatives have failed to appreciate that the United States is, in a fundamental and central way, an African and African-American place. European Americans are, in a cultural sense, also black, and the failure to teach sequestered suburban (usually Caucasian) students about their (cultural) African and African-American heritage perpetuates their delusion regarding their deeper identities. A curriculum which reflects the non-synchronous identity of Americans is sketched in the last section. Such a curriculum involves not only the inclusion of African and African-American content, but interracial intellectual marriage as well. Contributors to this book include Peter Taubman, Susan Edgerton, Beverly Gordon, Alma Young, Wendy Luttrell, Cameron McCarthy, Patricia Collins, Roger Collins, Brenda Hatfield, Marianne H. Whatley, and Joe L. Kincheloe.
Author: Robert A. DeVillar
Publisher: State University of New York Press
ISBN: 143840106X
Category : Education
Languages : en
Pages : 424
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Book Description
This book confronts the patterns of school failure often faced by subordinated minority groups in the United States. It does so by presenting a socioacademic framework that is based on the notion that all groups can have comparable access to quality schooling, comparable participation in the schooling, and derive comparable educational benefits from their participation. Organized around three key, interrelated components—communication, integration, and cooperation—the book combines theoretical concepts with actual classroom practices that support change. It moves us from a position of rhetoric about educational equality to one that actively addresses the socioacademic needs of students in a culturally diverse society.
