Native American Pedagogy And Cognitive Based Mathematics Instruction

Native American Pedagogydetails a study that investigated the teaching of mathematics to Oneida Indian kindergartners. This study proves that Native American children who are taught with culturally sensitive methods will perform more successfully on mathematical problem solving tasks, and that Cognitively Guided Instruction, an approach that provides teachers with research-based knowledge of how children learn mathematics, enables such culturally sensitive teaching methods.

Voices of Native American Indian Educators: Integrating History, Culture, and Language to Improve Learning Outcomes for Native American Indian Students, edited by Sheila T. Gregory, provides vivid, comprehensive portraits, as well as scholarly quantitative and qualitative rese...

A Companion to American Studies is an essential volume that brings together voices and scholarship from across the spectrum of American experience. A collection of 22 original essays which provides an unprecedented introduction to the "new" American Studies: a comparative, transnational, postcolonial and polylingual discipline Addresses a variety of subjects, from foundations and backgrounds to the field, to different theories of the “new” American Studies, and issues from globalization and technology to transnationalism and post-colonialism Explores the relationship between American Studies and allied fields such as Ethnic Studies, Feminist, Queer and Latin American Studies Designed to provoke discussion and help students and scholars at all levels develop their own approaches to contemporary American Studies

In this Second Edition of her bestseller, Christine Sleeter and new co-author Judith Flores Carmona show how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today’s teachers navigate the Common Core State Standards. The book’s field-tested conceptual framework elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. Un-Standardizing Curriculum shows teachers what they can do to “un-standardize” knowledge in their own classrooms, while working toward high standards of academic achievement. Book Features: Classroom vignettes to help teachers bridge theory with practice in the context of commonly faced pressures and expectations.Guidance for teachers who want to develop their classroom practice, including the possibilities and spaces teachers have within a standardized curriculum.Attention to multiple subject areas and levels of schooling, making the book applicable across a wide range of teacher education programs.A critique of the tensions between school reforms and progressive classroom practice. “This second edition is a game changer for educators interested in powerful curriculum engineering to support new century students” —H. Richard Milner IV, Helen Faison Endowed Chair of Urban Education, University of Pittsburgh “This text breaks new ground with a timely contribution that provides solid, potentially emancipatory grounding for a new, inclusive, research-based vision of curriculum, assessment, schools, and society.” —Angela Valenzuela, author “This is a book that teachers, teacher educators, policymakers, and researchers will continue to return to for guidance and inspiration.” —Dolores Delgado Bernal, University of Utah

Helps develop a deeper understanding of indigenous people's mathematics and pedagogy. Explores native cultures and mathematics learning and discusses culturally relevant assessment and mathematics activities.

Indigenous students learn and retain more when teachers value the language and culture of the students’ community and incorporate them into the curriculum. This is a principle enshrined in the UN Declaration on the Rights of Indigenous Peoples (2007) and borne out both by the successes of Indigenous-language immersion schools and by the failures of past assimilationist practices and the recent English-only policies of the No Child Left Behind Act in the United States. Teaching Indigenous Students puts culturally based education squarely into practice. The volume, edited and with an introduction by leading American Indian education scholar Jon Reyhner, brings together new and dynamic research from established and emerging voices in the field of American Indian and Indigenous education. All of the contributions show how the quality of education for Indigenous students can be improved through the promotion of culturally and linguistically appropriate schooling. Grounded in place, community, and culture, the approaches set out in this volume reflect the firsthand experiences of teachers and students in interacting not just with texts and one another, but also with the local community and environment. The authors address the specifics of teaching the full range of subjects—from learning literacy using culturally meaningful texts to inquiry-based science curricula, and from math instruction that incorporates real-world experience to social studies that blend oral history and local culture with national and world history. Teaching Indigenous Students also emphasizes the importance of art, music, and physical education, both traditional and modern, in producing well-rounded human beings and helping students establish their identity as twenty-first-century Indigenous peoples. Surveying the work of Indigenous-language immersion schools around the world, this volume also holds out hope for the revitalization of Indigenous languages and traditional cultural values.