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Why culture counts : teaching children of poverty

Author: Donna Walker Tileston; Sandra K Darling
Publisher: Bloomington, IN : Solution Tree, ©2008.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Current models do not address the complexity of achievement gaps among racial and socioeconomic groups. As the National Task Force on Minority High Achievement and current assessment data show, children of color, even those who are not poor, often score lower on achievement tests than whites who are poor. Culture trumps poverty in its impact on achievement. Culture defines what children will focus their attention  Read more...
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Additional Physical Format: Online version:
Tileston, Donna Walker.
Why culture counts.
Bloomington, IN : Solution Tree, ©2008
(OCoLC)763757751
Document Type: Book
All Authors / Contributors: Donna Walker Tileston; Sandra K Darling
ISBN: 1934009245 9781934009246
OCLC Number: 229309055
Description: xvi, 196 pages : illustrations ; 23 cm
Contents: Culture and poverty --
Differentiating for economically and culturally diverse learners --
Building teacher background knowledge --
Planning to differentiate --
Differentiating context --
Differentiating content and product --
Differentiating process --
Differentiating assessment --
Bringing it together to build resilience in diverse students.
Responsibility: Donna Walker Tileston, Sandra K. Darling.

Abstract:

Current models do not address the complexity of achievement gaps among racial and socioeconomic groups. As the National Task Force on Minority High Achievement and current assessment data show, children of color, even those who are not poor, often score lower on achievement tests than whites who are poor. Culture trumps poverty in its impact on achievement. Culture defines what children will focus their attention on, how they interpret the world to give it meaning, what background knowledge they bring to learning, and how they will value that learning. The focus of our interventions to close the achievement gap must therefore be to attend to the culture of the learner. This book shows how to build the necessary supports to move classrooms from the traditional, Eurocentric model to one that respects and incorporates the cultures of the learners.

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