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Sto caricando le informazioni... Disrupting Poverty: Five Powerful Classroom Practicesdi Kathleen Budge
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Drawing upon decades of research and myriad authentic classroom experiences, Kathleen M. Budge and William H. Parrett dispel harmful myths, explain the facts, and urge educators to act against the debilitating effects of poverty on their students. They share the powerful voices of teachers-many of whom grew up in poverty-to amplify the five classroom practices that permeate the culture of successful high-poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act. Readers will explore classroom-tested strategies and practices, plus online templates and exercises that can be used for personal reflection or ongoing collaboration with colleagues. Disrupting Poverty provides teachers, administrators, coaches, and others with the background information and the practical tools needed to help students break free from the cycle of poverty. Non sono state trovate descrizioni di biblioteche |
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Google Books — Sto caricando le informazioni... GeneriSistema Decimale Melvil (DDC)379.2Social sciences Education Public Schools; State Education Illiteracy; Instruction of IlliteratesClassificazione LCVotoMedia:
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Budge and Parrett wisely begin their book with a frank discussion of poverty, especially its impact on the perceptions and biases (both acknowledged and hidden) of teachers. Throughout this rather brief but nonetheless dense volume, they challenge readers to unlearn what they think they know about poverty, relearn its effects on students, and put that new knowledge into action. In the book’s subtitle, they modestly claim that they focus on “five powerful classroom practices” when in fact they mention a great many ways to disrupt poverty through sound classroom practice founded upon the fundamentals of constructivist pedagogy—or, as they characterize it, a “pedagogy of possibility” (p. 134).
Offering descriptions rather than prescriptions, the authors provide student-centered strategies founded upon theory, research, and the lived experiences of teachers (all of whom grew up in poverty themselves) whose voices are woven prominently throughout the text in the form of personal testimonials and reflections. These strategies can be adapted for just about any grade level and subject, and they complement a variety of teaching styles. Unsurprisingly, success with students who live in poverty is largely dependent upon the teacher’s chosen disposition, and the ideas in this book can help all teachers—from novices to veterans—boost their knowledge, strengthen their skills, and reflect on their practice. Highly recommended. ( )