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001 ocn944934791
003 OCoLC
005 20210410013814.2
006 m o d
007 cr |n|||||||||
008 160316t20162016vaua ob 001 0 eng d
019 992828201
020 9781620363256|q(electronic book)
020 1620363259|q(electronic book)
020 |z9781620363263
020 |z1620363267
020 |z9781620363232|q(cloth)
020 |z1620363232|q(cloth)
020 |z9781620363249|q(paperback)
020 |z1620363240|q(paperback)
035 (OCoLC)944934791|z(OCoLC)992828201
040 YDXCP|beng|erda|epn|cYDXCP|dOCLCO|dEBLCP|dCN3GA|dOCLCO
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049 RIDW
050 4 LB2331|b.C513 2016
072 7 EDU|x015000|2bisacsh
082 04 378.1/25|223
090 LB2331|b.C513 2016
100 1 Chavez, Alicia Fedelina,|0https://id.loc.gov/authorities/
names/no2002064985|eauthor.
245 10 Teaching across cultural strengths :|ba guide to balancing
integrated and individuated cultural frameworks in college
teaching /|cAlicia Fedelina Chávez and Susan Diana
Longerbeam ; foreword by Joseph L. White.
250 First edition.
264 1 Sterling, Virginia :|bStylus Publishing, LLC,|c[2016]
264 4 |c©2016
300 1 online resource (241 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
347 text file|2rdaft
504 Includes bibliographical references and index.
505 00 |gMachine generated contents note:|g1.|tBalancing Cultural
Strengths in Teaching --|tReimagining Teaching Toward a
Culturally Strengths-Based Approach --|tAcknowledging a
World With Many Oppressions --|tCultural Frameworks,
Epistemologies, and Worldviews --|tFrom Monocultural to
Multicultural --|tModel of Cultural Frameworks in College
Teaching and Learning --|tIntegrated and Individuated
Cultures in Teaching and Learning --|tBoth-And: A Cultural
Key to Learning --|tNote About Inequity in Learning --
|tTeaching Within an Epistemology of Cultural Both-And --
|tApplying a Model of Cultural Frameworks to Teaching
Practice --|tTaking It From Here to Enrich Learning Over
Time --|tNotes --|g2.|tCulture in College Teaching --
|tTheoretical Underpinnings of Our Work --|tNote on
Essentializing and Intersectionality --|tChanging Student
Body Alongside the Relatively Unchanging Faculty --
|tStudent Completion Rates --|tFaculty Matter --|tCulture
Matters --|tElements of Culture --|tEthnicity and Race --
|tU.S. Higher Education Heritage and the Invisibility of
Monoculturalism --|tCultural Strengths --|tCulture Matters
to Learning --|tExpanding Nature of Learning Environments
--|tNeuroscience Supports Balancing Cultural Frameworks --
|tEngaged Learning Leads to Boundary Crossing --|tNote --
|g3.|tRewards, Dilemmas, and Challenges of Teaching Across
Cultural Frameworks --|tCore Principles --|tOpportunities
and Rewards of Culturally Engaged Teaching --
|tVulnerability of Culturally Engaged Teaching --|tDesign
Dilemmas --|tPersonal Challenges of Culturally Engaged
Teaching --|tConclusion --|g4.|tApplying Cultural
Introspection to Teaching and Learning --|tGoing Inward:
Knowing Ourselves Culturally as Faculty --|tDeveloping Our
Teaching Through Cultural Introspection --|tLooking
Outward: Learning Culturally About Students --|tConclusion
--|g5.|tStrengths-Based Teaching in Cultural Context --
|tGetting Started: Conceptualizing --|tReimagining Our
Teaching: The Influence of Teaching Philosophy on Learning,
Student Success, and Retention --|tWhen Everyone's
Learning Is the Objective: Pedagogy, Facilitation, and
Interaction Across Cultural Frameworks --|tTime, Timing,
and Scheduling --|tClimate, Facilitation, and Interaction
--|tInitiating and Sustaining Student Engagement Across
Cultures --|tBalancing Activities Across Cultural Norms,
Learning Processes, and Personalities --|tAdditional
Considerations --|tNote --|g6.|tTop 10 Things Faculty Can
Do to Teach Across Cultures --|tSelf-Reflect Culturally --
|tModify One Cultural Continuum --|tTalk With Three
Students --|tExplore One Negative Attribution --|tShare
With Students the Value of Balancing Cultural Frameworks -
-|tConnect to Student Lives --|tPartner With Students --
|tMake a Personal Connection --|tAssess Creatively --
|tConsider the Rewards --|g7.|tSpreading the Cultural Word
: Faculty Development on a Larger Scale --|tOn-Campus
Culture and Teaching Seminars --|tMultiple-Day Culture and
Teaching Institutes --|tSustained Culture and Teaching
Faculty Cohorts --|tWebsites --|tIndividual Self-
Development --|tInformal Sharing --|tNational and
International Presentations and Institutes --|tResources -
-|g8.|tStory of Our Work With Faculty --|tRealizing Our
Hopes --|tBeginnings --|tComing Together and Planning --
|tPhilosophical and Organizational Underpinnings --
|tFaculty Development Project --|tProgram --|tFinal
Assessment --|tResearch --|tFaculty Group Dynamics --
|tFinal Reflections: Toward Learning Equity: Cultivating a
Culture of Belief in Students --|gAppendix|tA Guide to
Writing a Culture and Teaching Autobiography --|tSteps of
Analysis --|gAppendix B|tResources --|tTheory and Research
on Culture and Teaching in Higher Education --|tTeaching
Guides Related to Culture and Teaching: Collegiate, K --
12, and Adult Learning Sources --|tFaculty Teaching
Introspection --|tLearning Theory and Research.
520 "Promoting learning among college students is an elusive
challenge, and all the more so when faculty and students
come from differing cultures. This comprehensive guide
addresses the continuing gaps in our knowledge about the
role of culture in learning; and offers an empirically-
based framework and model, together with practical
strategies, to assist faculty in transforming college
teaching for all their students through an understanding
of and teaching to their strengths. Recognizing that each
student learns in culturally influenced ways, and that
each instructor's teaching is equally influenced by her or
his background and experiences, the authors offer an
approach by which teachers can progressively learn about
culture while they transform their teaching through
reflection and the application of new practices that
enrich student learning. The key premise of the book is
that deepening student learning and increasing retention
and graduation rates requires teaching from a strengths
based perspective that recognizes the cultural assets that
students bring to higher education, and to their own
learning. Derived through research and practice, the
authors present their Model of Cultural Frameworks in
College Teaching and Learning that highlights eight
continua towards achieving the transformation of teaching,
and developing more culturally balanced and inclusive
practices, over time. They present techniques --
illustrated by numerous examples and narratives -- for
building on cultural strengths in teaching; offer tips and
strategies for teaching through cultural dilemmas; and
provide culturally reflective exercises. This guide is
intended for all faculty, faculty developers or
administrators in higher education concerned with
equitable outcomes in higher education and with ensuring
that all student cultural groups learn and graduate at the
same rates"--Provided by publisher.
588 0 Print version record.
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 College teaching|0https://id.loc.gov/authorities/subjects/
sh85028395|xSocial aspects.|0https://id.loc.gov/
authorities/subjects/sh00002758
650 0 Culturally relevant pedagogy.|0https://id.loc.gov/
authorities/subjects/sh2013001908
650 7 College teaching|xSocial aspects.|2fast|0https://
id.worldcat.org/fast/868217
650 7 College teaching.|2fast|0https://id.worldcat.org/fast/
868201
650 7 Culturally relevant pedagogy.|2fast|0https://
id.worldcat.org/fast/1896513
655 4 Electronic books.
700 1 Longerbeam, Susan Diana,|0https://id.loc.gov/authorities/
names/n2015039797|eauthor.
700 1 White, Joseph L.,|d1932-2017,|0https://id.loc.gov/
authorities/names/n83208084|ewriter of foreword.
776 08 |iPrint version:|aChavez, Alicia Fedelina.|tTeaching
across cultural strengths.|bFirst edition.|dSterling,
Virginia : Stylus Publishing, LLC, [2016]|z9781620363232
|w(DLC) 2015022283|w(OCoLC)912045344
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=1270432|zOnline ebook via EBSCO. Access
restricted to current Rider University students, faculty,
and staff.
856 42 |3Instructions for reading/downloading the EBSCO version
of this ebook|uhttp://guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20210519|cEBSCO|tEBSCOebooksacademic NEW April 9 4115
|lridw
994 92|bRID
