Zhang / McCray / Cho Effective Education for All

Implementing Positive Behavior Support in Early Childhood Through High School
1. Auflage 2013
ISBN: 978-1-4539-1275-1
Verlag: Peter Lang
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band 25, 279 Seiten, Web PDF

Reihe: Educational Psychology

Effective Education for All deals with cultural-linguistic diversity and how to work in classrooms with culturally and linguistically diverse (CLD) students. It is essential reading for teachers, administrators, parents of CLD students, and policy makers if we are to continue to see progress and success from our graduates. This book is both practical and helpful for educators and their schools in offering Positive Behavior Support (PBS), illustrating key steps in understanding the problem and research on cultural-linguistic diversity. The authors offer resources to help educators and their families to understand the failures and successes with these students within the context of their particular schools and communities. What works with one group and age cohort may change as students develop within local and regional contexts.

Autoren/Hrsg.

Zhang, Chun

McCray, Carlos

Cho, Su-Je

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Medien- und Kommunikationswissenschaften Kommunikationswissenschaften Interkulturelle Kommunikation & Interaktion

Inhaltsverzeichnis

Contents: Diane Rodriguez: Factors Influencing Overrepresentation, Underachievement, and School Failure – Yi Ding/Dake Zhang: Developmental and Cultural Perspectives of Social and Emotional Development and Its Relation to School Success – Su-Je Cho/Ji-Ryun Kim/Kwang-Sun Cho Blair/Carlos R. McCray: Creating a Culturally Responsive School Climate with School-Wide Positive Behavioral Interventions and Supports – Chun Zhang/Angie Chai/Kwang-Sun Cho Blair: Effective Positive Behavioral Interventions and Supports for Students in Early Years and Grades: Practices and Policies – Kwang-Sun Cho Blair/Chun Zhang/Angie Chai: Culturally Relevant Positive Behavioral Interventions and Supports for Promoting School Success of Young Children with Problem Behavior from Culturally and Linguistically Diverse Backgrounds – Su-Je Cho/Kwang-Sun Cho Blair/Ji-Ryun Kim: Class-Wide Positive Behavioral Interventions and Supports in the Elementary School – Tachelle Banks/Festus E. Obiakor: Culturally Responsive Positive Behavior Intervention and Support for Culturally and Linguistically Diverse Students Suspected of Having Behavior Problems – Floyd D. Beachum/Gina L. Gullo: Promoting Socio-Cultural Justice for Culturally and Linguistically Diverse Secondary School Students – Christopher D. Yawn/Lenwood Gibson Jr.: A School-Wide Positive Behavior Support Model in Middle and High School – Carlos R. McCray/Chun Zhang/Su-Je Cho/Samuel Martin: Common and Unique Themes of Positive Behavioral Interventions and Supports Across Grade/Age Levels – Rosa Milagros Santos/Lillian Durán: When Good Intentions Are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs – Carlos R. McCray/Su-Je Cho/Chun Zhang/Heather Wynne: Accomplishments and Directions for Future Actions, Research, and Policy – Bruce S. Cooper: Epilogue. Supporting Success (K to 12) for Diverse Students: What Works, and Why, Now for Teens!

Über Autor(innen)

Chun Zhang is a professor at Fordham University. She received her PhD from the University of Illinois at Urbana-Champaign and recently completed her Fulbright scholarship at the University of Macau. She has been widely published in culturally and linguistically appropriate services for young children with disabilities and their families.
Carlos R. McCray is an associate professor at Fordham University. He received his doctorate from Bowling Green State University. He recently co-authored the books, Cultural Collision and Collusion: Reflections on Hip-Hop Culture, Values, and Schools and School Leadership in a Diverse Society: Helping Schools Prepare All Students for Success.
Su-Je Cho is an associate professor of special education at Fordham University. She received her PhD from the University of California, Santa Barbara. Her research interests include assessment and interventions for culturally and linguistically diverse children with disabilities.