附註:Includes bibliographical references and indexes.
摘要:"This text is designed to help preservice and in-service teachers identify pathways to productive teaching and learning for students from culturally and experientially diverse backgrounds. To better serve an increasingly diverse population, teachers need to be competent in selecting and developing culturally responsive curricula and instructional approaches that better facilitate learning for all students. To provide equitable access to learning, they must be able to strategically select or develop instructional approaches that build on their students' learning propensities, cognitive schemata, experiential backgrounds, and perceptions. The chapter authors in this text present ways of understanding one's own thinking (metacognition), and ways of thinking about teaching and learning situations and constructing productive strategies."--Jacket.
