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Donna Walker Tileston - Closing the Poverty and Culture Gap: Strategies to Reach Every Student

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Closing the Poverty and Culture Gap: Strategies to Reach Every Student: summary, description and annotation

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I can get future teachers to appreciate the role of culture and poverty, but it is very hard for them to translate that understanding into specific activities or strategies. This book provides so much more than any other text that I have ever used in an Introduction to Education course regarding working with diverse populations.
Rosemary Traor, Assistant Professor of Urban Education
University of North Carolina at Charlotte

Provides a rich collection of research for instructional strategies. The combination of a call to action and supporting strategies provides a tool kit for instructional leaders.
Mary Reeve, Director, Services for Exceptional Students
Gallup McKinley County Schools, NM

Use instructional practices that lead students of poverty and diverse cultures to success!

Many caring teachers have expressed a need for more help in improving student achievement, especially in low-performing/high-poverty schools. This research-based book offers a comprehensive set of instructional strategies that have been proven to make a significant difference in student learning when diverse cultures and poverty come into play.

Donna Walker Tileston and Sandra K. Darling provide a six-part framework to help teachers build on students assets and strengths rather than attempt to overcome perceived disadvantages. Based on their extensive experience and gathered data, the authors discuss:

  • Why some cultures are turned off by typical motivational approaches and what educators can do to reach students
  • What research says about the brains desire to learn
  • How teachers can build on students prior knowledge and help forge new connections
  • The importance of resiliency, especially for students of poverty and diverse cultures
  • Teaching procedural and declarative knowledge and preparing students for high-stakes tests
  • This practical resource provides the key structures for working effectively with students of differing cultures and poverty, ensuring higher student achievement in the diverse classroom.

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    Closing
    the
    POVERTY
    & Culture Gap
    Closing
    the
    POVERTY
    & Culture Gap

    Strategies

    to Reach

    Every

    Student

    Donna Walker Tileston
    Sandra K. Darling
    Foreword by Belinda Williams

    Copyright 2009 by Corwin All rights reserved When forms and sample documents - photo 1

    Copyright 2009 by Corwin

    All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.


    For information:

    Corwin A SAGE Company 2455 Teller Road Thousand Oaks California 91320 800 - photo 2Corwin
    A SAGE Company
    2455 Teller Road
    Thousand Oaks, California 91320 (800) 233-9936
    Fax: (800) 417-2466
    www.corwinpress.com
    SAGE India Pvt. Ltd.
    B 1/I 1 Mohan Cooperative Industrial Area
    Mathura Road, New Delhi 110 044
    India
    SAGE Ltd.
    1 Olivers Yard
    55 City Road
    London EC1Y 1SP
    United Kingdom
    SAGE Asia-Pacific Pte. Ltd.
    33 Pekin Street #02-01
    Far East Square
    Singapore 048763

    Printed in the United States of America.

    A catalog record of this book is available from the Library of Congress.

    ISBN 978-1-4129-5530-0 (cloth)

    ISBN 978-1-4129-5531-7 (pbk.)

    This book is printed on acid-free paper.

    09 10 11 12 13 10 9 8 7 6 5 4 3 2 1

    Acquisitions Editor:Carol Chambers Collins
    Editorial Assistant:Brett Ory
    Production Editor:Cassandra Margaret Seibel
    Copy Editor:Mary L. Tederstrom
    Typesetter:C&M Digitals (P) Ltd.
    Proofreader:Susan Schon
    Indexer:Terri Corry
    Cover Designer:Scott Van Atta
    Contents

    Foreword

    Belinda Williams, PsyD

    Cognitive psychologist and editor of Closing the Achievement Gap: A Vision for Changing Beliefs and Practices

    I n this book, Tileston and Darling define and elaborate the central role of culture in the development of children living in poverty. They outline the ways in which the cultural dimensions of learning must be central in teaching and learning environments and reforms proposed to close achievement gaps. The book provides an analysis of why federal interventions, Title I and The No Child Left Behind Act (NCLB), and funding, as well as extended day and tutoring approaches have failed. The perspective and knowledge of the critical role of culture in learning invites us to understand what is missing in the attempts of the current system of education and what must be changed in the system to successfully educate millions of students whose cultural/daily experiences do not match the culture of schools as they exist today.

    The most important contribution of this volume is the evidence presented to support the rejection of the deficit interpretation of the achievement gaps that exist among groups of disadvantaged and diverse students and their more advantaged peers. An asset model of learning and achievement differences offers educators strategies to adapt instruction without lowering expectations and standards. Definitions of cognition, intrinsic motivation, brain research, and resilience are elaborated and the best ways to provide instruction that integrates these understandings are discussed. Implications for leadership, teacher preparation and professional development are delineated.

    Tileston and Darling offer a valuable tool for those committed to providing the best education possible for students the education system has traditionally failed. Those responsible in higher education institutions, government agencies, districts and schools will find the research, knowledge, and strategies synthesized by the authors a refreshing shift for comprehensive planning to ensure the education of all students. As the authors conclude, the consequences for ignoring the educational differences and needs of [culturally diverse] children of poverty will impact all of us.

    Acknowledgments

    C orwin gratefully acknowledges the contributions of the following reviewers:

    Thomas S. C. Farrell

    Professor

    Brock University

    St. Catharines, Ontario, Canada

    Steve Hutton

    Area Coordinator

    Kentucky Center for Instructional Discipline

    Villa Hills, KY

    Toby J. Karten

    Educator, Author, Adjunct Professor

    College of New Jersey, Gratz University, Drew University

    Marlboro, NJ

    Mary Reeve

    Director, Services for Exceptional Students

    Gallup McKinley County Schools

    Gallup, NM

    Bill Sommers

    Corwin author

    Program Associate, Southwest Educational Development Laboratory

    Austin, TX

    Rosemary Traor

    Assistant Professor, Urban Education

    University of North Carolina at Charlotte

    Charlotte, NC

    About the Authors

    Donna Walker Tileston has served education as a leader in teaching - photo 3Donna Walker Tileston has served education as a leader in teaching, administration, research, writing, software development, and national consulting for the past 30 years. She has been responsible for curriculum development, management, technology, finance, grants management, public relations, and drug abuse prevention programs. For the past 25 years she has been actively involved in brain research, including factors that inhibit learning or increase the brains ability to put information into long-term memory. Tilestons 10-book collection What Every Teacher Should Know (Corwin, 2003) received the 2004 Distinguished Achievement Award for Excellence in Educational Publishing by the American Educational Publishers Association. Other Corwin titles include Strategies for Active Learning (2006); What Every Parent Should Know About Schools, Standards, and High-Stakes Tests (2005); Training Manual for What Every Teacher Should Know (2005); Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies (2005); and Strategies for Teaching Differently: On the Block or Not (1998). Tileston has presented extensively at local, state, national, and international conferences, including in The Hague in November 2005 and in Warsaw during March 2006.

    Sandra K Darling is the founder and president of Learning Bridges Grounded in - photo 4Sandra K. Darling is the founder and president of Learning Bridges. Grounded in five years of research, the Learning Bridges Aligned Instructional Database contains the most effective, research-based instructional strategies for the standards of all statesin rank order of their power to impact learning. Born into extreme poverty in rural Minnesota, Dr. Darling understands the power of having significant adults in her life who believed in her, held high expectations for her, and taught her the value of integrity. She received her bachelors degree, three masters degrees, and a PhD from the University of Minnesota in related areas of education. She has coauthored three books in education and published articles in several education journals. She has presented to thousands of educators on standards-based education, curriculum alignment, inclusion practices, transformational leadership, school improvement, strategic planning, and assessment practices. She is the leading expert on aligning instructional strategies to content standards and delivering that instruction with the modifications to close the gap in achievement for diverse learners, that is, students from poverty, those from diverse cultures, and English language learners.

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