Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners

Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners

Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners

Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners

Synopsis

Designed to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging pedagogy of plenty. By these two acts we can ensure that all schools will be ready and able to educate everybody's children.

Excerpt

In the spring of 1991, ASCD convened a special Advisory Panel on Improving Student Achievement. The panel’s aim was to develop school improvement plans that made use of the knowledge base of best practices in teaching and learning. The panel was also charged with identifying the degree to which young people’s demographic profiles and social conditions (including gender, socioeconomic status, and cultural, ethnic, and linguistic heritage) influenced their performance in school. The panel members found that good teaching—teaching that is engaging, relevant, multicultural, and appealing to a variety of learning styles—works well with all students, but that students from diverse backgrounds may have additional educational needs. To meet the educational needs of all students, the panel concluded, educators need an extensive repertoire of effective instructional tools. Those tools and the knowledge base behind them, gleaned from an extensive review of both basic and applied research, serve as the foundation of this book, just as they did for the two previous volumes in the Educating Everybody’s Children series.

In 1992, as part of this same effort to make the knowledge base on effective teaching available to practitioners, ASCD convened the Improving Student Achievement . . .

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