By Guofang Wan
ISBN-10: 1402082037
ISBN-13: 9781402082030
This e-book takes up the problem of interpreting the thorniest academic factor from an international point of view. It contributes to the evidence-based dialog between coverage makers, educators, and researchers around the globe approximately what works to enhance the schooling results and what could make a much bigger distinction for the schooling of numerous scholars. The 11 international locations integrated the uk, Austria, Canada, the us, South Africa, Ghana, China, Singapore, Malaysia, Australia, and New Zealand are precise, and but overlap within the experience that all of them face comparable demanding situations of educating various scholars. The authors, being schooling and cultural insiders, talk about country-specific regulations, efforts, and most sensible practices within the schooling of numerous scholars; percentage tales of good fortune and failure; and discover present most sensible practices from worldwide, social, political, and financial views. outfitted on earlier theories and learn, it describes various scholars stories within the international and data age, and searches for potent rules and practices that support those scholars to accomplish higher at school and in lifestyles. Readers are pressured to step outdoors in their personal stories and mostly held ideals approximately schooling. wakeful popularity that there are alternative routes of doing issues can result in new ways that we have got now not explored prior to. we are hoping the insights, classes, and conclusions drawn from analyzing this urgent schooling factor from a world standpoint can assist international locations to raised comprehend and care for it of their personal academic approach.
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Additional info for The Education of Diverse Student Populations: A Global Perspective (Explorations of Educational Purpose)
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1995). Other people’s children: Cultural conflict in the classroom. New York: Free Press. Deutsch, M. (1963). The disadvantaged child and the learning process. In A. H. ), Education in depressed areas (pp. 163–179). New York: New York Bureau of Publications, Teachers College, Columbia University. Dillon, S. (2005, October 20). Bush Education Law Shows Mixed Results in First Test New York Times (pA24). com/gst/abstract. res=FA071EFA395B0C738EDDA90994DD404482 Dillon, S. (June 06, 2007). New study finds gains since No Child Left Behind.
Pp. 3–29). San Francisco: Jossey-Bass. Beglau, M. M. (2005). Can technology narrow the Black-White achievement gap? THE Journal, 32(12), 13–14, 17. , & Engleman, S. (1966). Teaching disadvantaged children in preschool. Englewood Cliffs, NJ: Prentice Hall. , & Wiliam, D. (1998). Assessment and classroom learning. Educational Assessment: Principles, Policy and Practice, 5(1), 7–74. , & Bourne, J. (1998). Making the difference: teaching and learning strategies in successful multi-ethnic schools.
Positive ethnic identity – and the security and self-confidence associated with having a strong, positive sense of self – may protect them from the various challenges and pressures that adolescents generally face. Social identity theorists have long asserted that individuals need a firm sense of group identification in order to maintain a sense of wellbeing (Lewin, 1948). , 2006). , 2006). This perhaps suggests a sustaining expectation effect (Cooper & Good, 1983). Maori students were given learning opportunities that maintained their achievement at similar levels throughout the year, while the other groups were provided with more challenging learning opportunities that significantly augmented their achievement, and their learning reflected it.
The Education of Diverse Student Populations: A Global Perspective (Explorations of Educational Purpose) by Guofang Wan
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