Creating Highly Motivating Classrooms for All Students: A School-Wide Approach to Powerful Teachingwith Diverse Learners
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- Wiley
More About This Title Creating Highly Motivating Classrooms for All Students: A School-Wide Approach to Powerful Teachingwith Diverse Learners
English
"Ginsberg and Wlodkowski each bring a lifetime of knowledge and experience to this book. Their passion for the learning of all students and teachers and their commitment to equity shine through its chapters. They clearly understand the challenges of teaching an increasingly diverse student body and they provide teachers and principals with practical, proven ways to motivate the learning of both students and teachers."
--Dennis Sparks, executive director, National Staff Development Council
"There is nothing so useful as good theory informed by years of great teaching and a commitment to empowering education for all students. Ginsberg and Wlodkowski bring all that and more to this very useful and hopeful resource. Highly recommAnded to any educator!"
--Beverly Daniel Tatum, dean and professor of psychology and education, Mount Holyoke College, Massachusetts, and author of Why Are All the Black Kids Sitting Together in the Cafeteria?
This volume is based on the dual notion that all students are motivated to learn and that the role of teachers is to encourage, elicit, and support this desire to learn. Now education professionals have a practical guide to teaching students of different cultures and ethnic backgrounds. Whether you are a teacher, administrator, staff developer, teacher educator, or district officer, this comprehensive resource provides tools for developing, implementing, and maintaining a culturally responsive system of teaching in any classroom or school.
The authors draw from a synthesis of research and literature on learning theories, cultural studies, and teaching practice to describe the components of a culturally responsive school and pedagogy. They also develop practical strategies for applying The Motivational Framework for Culturally Responsive Teaching. In addition to case studies, sample lessons, and field-tested activities, the book presents guidelines to help organize school improvement initiatives, design professional development agAndas, and conceptualize an effective method of evaluation.
--Dennis Sparks, executive director, National Staff Development Council
"There is nothing so useful as good theory informed by years of great teaching and a commitment to empowering education for all students. Ginsberg and Wlodkowski bring all that and more to this very useful and hopeful resource. Highly recommAnded to any educator!"
--Beverly Daniel Tatum, dean and professor of psychology and education, Mount Holyoke College, Massachusetts, and author of Why Are All the Black Kids Sitting Together in the Cafeteria?
This volume is based on the dual notion that all students are motivated to learn and that the role of teachers is to encourage, elicit, and support this desire to learn. Now education professionals have a practical guide to teaching students of different cultures and ethnic backgrounds. Whether you are a teacher, administrator, staff developer, teacher educator, or district officer, this comprehensive resource provides tools for developing, implementing, and maintaining a culturally responsive system of teaching in any classroom or school.
The authors draw from a synthesis of research and literature on learning theories, cultural studies, and teaching practice to describe the components of a culturally responsive school and pedagogy. They also develop practical strategies for applying The Motivational Framework for Culturally Responsive Teaching. In addition to case studies, sample lessons, and field-tested activities, the book presents guidelines to help organize school improvement initiatives, design professional development agAndas, and conceptualize an effective method of evaluation.
English
MARGERY B. GINSBERG is an educational researcher, author, and consultant who currently advises states and school districts on federal program initiatives and issues related to instructionally focused school renewal. She has developed comprehensive school improvement initiatives in Germany, Japan, Texas, and California. She has also served as a member of the Region E Technical Assistance Team for the U.S. Department of Education. RAYMOND J. WLODKOWSKI is a licensed psychologist and an award-winning teacher. The author and coauthor of numerous books and professional development videos, he currently serves as research professor in the School for Professional Studies at Regis University in Denver, Colorado.
English
UNDERSTANDING THE RELATIONSHIP BETWEEN CULTURE AND MOTIVATION.
Culture and the Motivation to Learn.
Critical Features of a Culturally Responsive School.
Culturally Responsive Curriculum.
CREATING CONDITIONS FOR MOTIVATED LEARNING.
A Motivational Framework for Culturally Responsive Teaching.
Establishing Inclusion.
Developing a Positive Attitude.
Enhancing Meaning.
EngAndering Competence.
BUILDING SUPPORT AND SKILLS FOR CULTURALLY RESPONSIVE TEACHING.
Organizing a District-Wide Initiative.
Designing Institutes and Work Sessions.
Resource: Evaluation Tools and Strategies for School and District Initiatives.
Culture and the Motivation to Learn.
Critical Features of a Culturally Responsive School.
Culturally Responsive Curriculum.
CREATING CONDITIONS FOR MOTIVATED LEARNING.
A Motivational Framework for Culturally Responsive Teaching.
Establishing Inclusion.
Developing a Positive Attitude.
Enhancing Meaning.
EngAndering Competence.
BUILDING SUPPORT AND SKILLS FOR CULTURALLY RESPONSIVE TEACHING.
Organizing a District-Wide Initiative.
Designing Institutes and Work Sessions.
Resource: Evaluation Tools and Strategies for School and District Initiatives.
English
"Ginsberg and Wlodkowski each bring a lifetime of knowledge and experience to this book. Their passion for the learning of all students and teachers and their commitment to equity shine through its chapters. They clearly understand the challenges of teaching an increasingly diverse student body and they provide teachers and principals with practical, proven ways to motivate the learning of both students and teachers." (Dennis Sparks, executive director, National Staff Development Council)
"There is nothing so useful as good theory informed by years of great teaching and a commitment to empowering education for all students. Ginsberg and Wlodkowski bring all that and more to this very useful and hopeful resource. Highly recommended to any educator!" (Beverly Daniel Tatum, dean and professor of psychology and education, Mount Holyoke College, Massachusetts, and author of Why Are All the Black Kids Sitting Together in the Cafeteria?)
"Anyone who wants to get to the core of how to create a powerful and motivationally effective approach to classroom instruction and school renewal should read this book. When our teachers applied this approach, positive change in our school accelerated." (Lorenzo Garcia, area superintendent and former principal of Spring Woods High School in Houston, Texas, recipient of the 1999 Model National Professional Development Award)
"This book provides enlightening and practical guidance for anyone interested in implementing school reform. Easy to read and filled with great ideas for all stakeholders in the school community, it focuses on improving academic achievement for all students through comprehensive staff development." (Norma Martinez, director of federal and state projects, Fremont Unified School District, California)
"That's our job as parents; children point the way, and we help them clear a path." (Parents, May 2002)
"There is nothing so useful as good theory informed by years of great teaching and a commitment to empowering education for all students. Ginsberg and Wlodkowski bring all that and more to this very useful and hopeful resource. Highly recommended to any educator!" (Beverly Daniel Tatum, dean and professor of psychology and education, Mount Holyoke College, Massachusetts, and author of Why Are All the Black Kids Sitting Together in the Cafeteria?)
"Anyone who wants to get to the core of how to create a powerful and motivationally effective approach to classroom instruction and school renewal should read this book. When our teachers applied this approach, positive change in our school accelerated." (Lorenzo Garcia, area superintendent and former principal of Spring Woods High School in Houston, Texas, recipient of the 1999 Model National Professional Development Award)
"This book provides enlightening and practical guidance for anyone interested in implementing school reform. Easy to read and filled with great ideas for all stakeholders in the school community, it focuses on improving academic achievement for all students through comprehensive staff development." (Norma Martinez, director of federal and state projects, Fremont Unified School District, California)
"That's our job as parents; children point the way, and we help them clear a path." (Parents, May 2002)
