Narrowing the Achievement Gap for Native American Students

Paying the Educational Debt
1. Auflage 2016
ISBN: 978-1-138-28669-6
Verlag: Routledge

Buch, Englisch, 244 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 362 g

Reihe: Routledge Research in Education Policy and Politics

There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children.

In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.

Autoren/Hrsg.

McCardle, Peggy

Berninger, Virginia

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Geistes- und Sozialwissenschaften (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

Part I: Literacy Instruction for Native Americans Part II: A Developmental Approach to Merging Cultural Sensitivity and Evidence-based Practice Part III: Diversity of Native American Student Populations, Instructional Approaches, and Research Applications

Über Autor(innen)

Peggy McCardle, Ph.D., M.P.H., is a former branch chief at Eunice Kennedy Shriver National Institute of Child Health and Human Development. In 2013 she received both an NICHD Mentor Award and the Einstein Award from The Dyslexia Foundation. She consults and writes about language development, bilingualism, reading, and learning disabilities
Virginia Berninger is Professor of Educational Psychology at University of Washington, USA. She currently focuses on diversity in learning and translating research into educational practice.