Introduces prospective/in-service teachers to an anthropological framework & to research & practice base that will help them be more successful in teaching students from various immigrant cultures. Focuses on home-school communication & parent involvemen
Blending research with teacher-developed strategies, this book helps teachers better understand students' cultural differences and turn educational challenges into educational opportunities.
Bridging Cultures in Early Care and Education: A Training Module is a resource designed to help pre-service and in-service early childhood educators, including infant-toddler caregivers, understand the role of culture in their programs. It is also intended for professionals who work with children and their families in a variety of other roles, such as social workers, special educators, and early interventionists, and for use in college courses focused on early childhood education and child development. The module explains and illustrates how early childhood educators can use the organizing concepts of individualism and collectivism as a means of understanding cultural conflict and difference. These concepts have been shown to be highly useful in improving home-school understanding across cultures. Based on real-life examples of cultural dilemmas in early care and education settings, participants engage the concepts of individualism and collectivism to solve a variety of scenarios in a dynamic and engaging manner. *Chapter 1 introduces the Bridging Cultures for Early Care and Education approach, provides a brief history, and explains the training module. It presents the conceptual framework of individualism and collectivism, which is at the heart of the training. *Chapter 2 provides the information needed for a two-hour workshop, including a script and notes to the facilitator. The script is not meant to be read word for word. Rather, it is offered as a guide, based on a pilot-tested approach. Appendices at the end of the book contain transparency masters for the overheads referenced in the script, and masters for suggested handouts. *Chapter 3 offers ideas for augmenting the basic two-hour training by expanding it over a longer time period. It also identifies additional diversity resources that can complement the Bridging Cultures training. *Appendices providing additional information, data, and bibliographic resources are included. This module originated as part of the Bridging Cultures Project at WestEd--a nonprofit research, development, and service agency working with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.
How does the home culture of Latino immigrant students differ from the "mainstream" culture of U.S. schools? Why is it important for teachers to understand the differences? How can educators take advantage of students' cultural traits to improve classroom management, student performance, and school-parent relations? Carrie Rothstein-Fisch and Elise Trumbull answer these and many other questions by drawing on the experience and collective wisdom of teachers in the Bridging Cultures Project, a five-year action research study of elementary classrooms with high percentages of immigrant students. The authors present a simple framework for understanding cultural differences, comparing the "individualistic" culture that prevails in American education with the "collectivistic" culture that characterizes most of the world's population, including many of the Latino immigrant students in U.S. classrooms. At the heart of the book are teacher-developed strategies that capitalize on the cultural values that these students and their families offer, such as an emphasis on helping, sharing, and the success of the group. The strategies cover a wide spectrum of issues and concerns, including * Communication with families * Open house and parent-teacher conferences *Homework *Attendance * Learning in the content areas * Motivation and rewards * Classroom rules * Assessment and grading Managing Diverse Classrooms: How to Build on Students' Cultural Strengths presents both the research foundation and the practical perspectives of seasoned teachers whose classroom-tested approaches have produced positive results. With this valuable guide in hand, readers will have the insights and strategies they need to turn educational challenges into educational opportunities.
Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.
Bridging Cultures in Early Care and Education: A Training Module is a resource designed to help pre-service and in-service early childhood educators, including infant-toddler caregivers, understand the role of culture in their programs. It is also intended for professionals who work with children and their families in a variety of other roles, such as social workers, special educators, and early interventionists, and for use in college courses focused on early childhood education and child development. The module explains and illustrates how early childhood educators can use the organizing concepts of individualism and collectivism as a means of understanding cultural conflict and difference. These concepts have been shown to be highly useful in improving home-school understanding across cultures. Based on real-life examples of cultural dilemmas in early care and education settings, participants engage the concepts of individualism and collectivism to solve a variety of scenarios in a dynamic and engaging manner. *Chapter 1 introduces the Bridging Cultures for Early Care and Education approach, provides a brief history, and explains the training module. It presents the conceptual framework of individualism and collectivism, which is at the heart of the training. *Chapter 2 provides the information needed for a two-hour workshop, including a script and notes to the facilitator. The script is not meant to be read word for word. Rather, it is offered as a guide, based on a pilot-tested approach. Appendices at the end of the book contain transparency masters for the overheads referenced in the script, and masters for suggested handouts. *Chapter 3 offers ideas for augmenting the basic two-hour training by expanding it over a longer time period. It also identifies additional diversity resources that can complement the Bridging Cultures training. *Appendices providing additional information, data, and bibliographic resources are included. This module originated as part of the Bridging Cultures Project at WestEd--a nonprofit research, development, and service agency working with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.
In the late 19th century Ohio was reeling from a wave of lynchings and other acts of racially motivated mob violence. Many of these acts were attributed to well-known and respected men and women yet few of them were ever prosecuted--some were even lauded for taking the law into their own hands. In 1892, Ohio-born Benjamin Harrison was the first U.S. President to call for anti-lynching legislation. Four years later, his home state responded with the Smith Act "for the Suppression of Mob Violence." One of the most severe anti-lynching laws in the country, it was a major step forward, though it did little to address the underlying causes of racial intolerance and distrust of law enforcement. Chronicling hundreds of acts of mob violence in Ohio, this book explores the acts themselves, their motivations and the law's response to them.
Packed with travel information, including listings, deals, and insider tips: CANDID LISTINGS of hundreds of places to eat, sleep, drink, and dance. RELIABLE MAPS of cities, regions, parks, and transportation. All-new THEMED ITINERARIES take you from coast to coast. The INSIDE SCOOP on the best bars, clubs, festivals, and live entertainment. Brand-new AMERICANA COVERAGE highlighting the unique American experience. Thrilling OPPORTUNITIES to study, work, or volunteer. Tips on getting the most out of THE GREAT OUTDOORS.
Organized crime was born in the back of a fruit store in Marion. Before America saw headlines about the Capone Mob, the Purple Gang and Murder Inc., the specter of the Black Hand terrorized nearly every major city. Fears that the Mafia had reached our shores and infiltrated every Italian immigrant community kept police alert and citizens on edge. It was only a matter of time before these professed Robin Hoods formed a band. And when they did, the eyes of the world turned to Ohio, particularly when the local Black Hand outfit known as the Society of the Banana went on trial. Authors David Meyers and Elise Meyers Walker unfold this first and nearly forgotten chapter on crime syndicate history.
“Every community begins with a dream—a dream of a better life.” Home to thousands of settlements extending as far back as 13,000 years ago, Ohio has seen most of its architectural history fall to the wrecking ball. But there is still history all around if we know where to look. Located south of Dayton, SunWatch is the best-known Fort Ancient Indian village in the United States. On the other side of the state, Marietta is the oldest permanent settlement in the Northwest Territory. About fifty miles southeast of Cincinnati, antebellum Ripley grew to prominence as a bastion of abolitionism. Dennison, also known as Dreamsville, was born virtually overnight thanks to the railroads. Authors David Meyers and Elise Meyers Walker reveal twenty-one communities where the Ohio story can still be seen.
As early as 1755, explorers found coal deposits in Ohio's Hocking Valley. The industry that followed created towns and canals and established a new way of life. The first shipment of coal rolled into Columbus in 1830 and has continued ever since. In 1890, the United Mine Workers of America was founded in Columbus. Lorenzo D. Poston became the first of the Hocking Valley coal barons, and by the start of the twentieth century, at least fifty thousand coal miners and their families lived and worked in Athens, Hocking and Perry Counties. Authors David Meyers, Elise Meyers Walker and Nyla Vollmer detail the hard work and struggles as they unfolded in Ohio's capital and the Little Cities of Black Diamonds.
To save the world from destruction, a young woman of extraordinary power must join a brotherhood of ancient vampires in this paranormal romantic thriller. In ancient Egypt, Tentyris was a flourishing city of powerful, secretive inhabitants. Ruled by the Council of the Zodiac, they lived peacefully alongside humanity. Yet today, the Tentyrians are nearly forgotten. Remnants of their memory survive only as folklore about vampires and astrology. But now a young woman named Arianna Parker is about to discover just how real that folklore is. Growing up with telepathic powers, Arianna always knew she was different. Then she meets Maximos Vasilliadis. A Tentyrian vampire more than two thousand years old, he believes Arianna is a descendent of his kind. And he believes she is destined to save the world from catastrophic destruction. Now, with her 25th birthday approaching, Arianna finds herself caught between warring vampires. To save the world, herself, and the Tentyrian legacy, she must learn to trust Maximos—and her heart.
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