Family & School, Teaching & Teacher Training, Education - General & Miscellaneous, Educational Settings, Education - Social & Political Aspects, Educational Levels & Settings, Teaching - Classroom Planning & Management, Educational Theory, Research & Hist
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Overview
How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children? In answering these questions the authors draw on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures.Editorials
Booknews
The authors draw on two years of research in three multi-ethnic British institutions to explore teachers' values, approaches, and practices, the educational role of stories in children's lives, children's experiences and perspectives on learning, the development of children's identities in the changing educational setting, and consequences on parents of bilingual children. Each chapter ends with concrete suggestions for tackling problems revealed by the study. Distributed by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)Book Details
Published
February 1, 1999
Publisher
Multilingual Matters Ltd
Pages
502
Format
Hardcover
ISBN
9781853594359