Book
How children learn : getting beyond the deficit myth / Terese Fayden.
The inspirational stories of young learners in this book discredit assumptions behind recent educational reforms, including high stakes testing and No Child Left Behind policies. The experiences of the American Indian children and the author, a kindergarten teacher, challenge the widely held assumption that minority children enter school "at risk." Deficit theory assumes that minority children are responsible for their failure by cultural deficiency or family ineptitude. Fayden vividly shows how truly equitable treatment of minority children can improve students' inherent abilities to learn and can result in higher achievement for minority and all young children.
Record details
- ISBN: 1-59451-105-5
- ISBN: 1594511047
- ISBN: 9781594511042
- ISBN: 1594511055
- ISBN: 9781594511059
- Physical Description: xviii, 207 pages : illustrations ; 24 cm.
- Publisher: Boulder, CO : Paradigm Publishers, ©2005.
Content descriptions
- Bibliography, etc. Note:
- Includes bibliographical references (pages 187-200) and index.
- Formatted Contents Note:
- Background -- A Short History of the People -- The Social Construction of Knowledge -- The Children's Pre-History of Writing -- The Emergence of Writing -- Curriculum: Two Kinds of Literacy -- Multiculturalism Enacted: An Equity Pedagogy.
Search for related items by subject
- Subject:
- Multicultural education > United States > Case studies.
Minorities > Education (Elementary) > United States > Case studies.
Learning, Psychology of.
Literacy.
Pueblo children > Education > Case studies.
Learning, Psychology of.
Literacy.
Minorities > Education (Elementary)
Multicultural education.
United States. - Genre:
- Case studies.
Case studies.
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Available copies
- 1 of 1 copy available at Northwest Indian College.
Holds
- 0 current holds with 1 total copy.
Show Only Available Copies
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Lummi Library | LC 1099.3 .F39 2005 | 268519 | Stacks | Available | - |
Electronic resources
Version of Resource: http://catdir.loc.gov/catdir/toc/ecip058/2005003198.html
- Table of contents
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| 100 | 1 | . | ‡aFayden, Terese. |
| 245 | 1 | 0. | ‡aHow children learn : ‡bgetting beyond the deficit myth / ‡cTerese Fayden. |
| 260 | . | ‡aBoulder, CO : ‡bParadigm Publishers, ‡c©2005. | |
| 300 | . | ‡axviii, 207 pages : ‡billustrations ; ‡c24 cm. | |
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| 490 | 1 | . | ‡aSeries in critical narrative |
| 504 | . | ‡aIncludes bibliographical references (pages 187-200) and index. | |
| 505 | 0 | . | ‡aBackground -- A Short History of the People -- The Social Construction of Knowledge -- The Children's Pre-History of Writing -- The Emergence of Writing -- Curriculum: Two Kinds of Literacy -- Multiculturalism Enacted: An Equity Pedagogy. |
| 520 | . | ‡aThe inspirational stories of young learners in this book discredit assumptions behind recent educational reforms, including high stakes testing and No Child Left Behind policies. The experiences of the American Indian children and the author, a kindergarten teacher, challenge the widely held assumption that minority children enter school "at risk." Deficit theory assumes that minority children are responsible for their failure by cultural deficiency or family ineptitude. Fayden vividly shows how truly equitable treatment of minority children can improve students' inherent abilities to learn and can result in higher achievement for minority and all young children. | |
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| 650 | 0. | ‡aLiteracy. | |
| 650 | 0. | ‡aPueblo children ‡xEducation ‡vCase studies. | |
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| 650 | 7. | ‡aLiteracy. ‡2fast ‡0(OCoLC)fst00999859 | |
| 650 | 7. | ‡aMinorities ‡xEducation (Elementary) ‡2fast ‡0(OCoLC)fst01023136 | |
| 650 | 7. | ‡aMulticultural education. ‡2fast ‡0(OCoLC)fst01028816 | |
| 651 | 7. | ‡aUnited States. ‡2fast ‡0(OCoLC)fst01204155 | |
| 655 | 4. | ‡aCase studies. | |
| 655 | 7. | ‡aCase studies. ‡2fast ‡0(OCoLC)fst01423765 | |
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