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Funds of Knowledge - Paperback, by Gonzalez Norma -

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Specificaties

Objectstaat
Vrijwel nieuw: Een boek dat er als nieuw uitziet, maar al wel is gelezen. De kaft is niet zichtbaar ...
Book Title
Funds of Knowledge
ISBN
9780805849189
Subject Area
Education
Publication Name
Funds of Knowledge : Theorizing Practices in Households, Communities, and Classrooms
Item Length
9.1 in
Publisher
Routledge
Subject
Special Education / Behavioral, Emotional & Social Disabilities, Student Life & Student Affairs, General, Parent Participation, Research, Teaching Methods & Materials / General
Publication Year
2005
Type
Textbook
Format
Uk-B Format Paperback
Language
English
Item Height
0.7 in
Author
Luis C. moll
Item Width
6.1 in
Item Weight
39 Oz
Number of Pages
320 Pages

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Product Information

Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to re

Product Identifiers

Publisher
Routledge
ISBN-10
0805849181
ISBN-13
9780805849189
eBay Product ID (ePID)
30241295

Product Key Features

Author
Luis C. moll
Publication Name
Funds of Knowledge : Theorizing Practices in Households, Communities, and Classrooms
Format
Uk-B Format Paperback
Language
English
Subject
Special Education / Behavioral, Emotional & Social Disabilities, Student Life & Student Affairs, General, Parent Participation, Research, Teaching Methods & Materials / General
Publication Year
2005
Type
Textbook
Subject Area
Education
Number of Pages
320 Pages

Dimensions

Item Length
9.1 in
Item Height
0.7 in
Item Width
6.1 in
Item Weight
39 Oz

Additional Product Features

LCCN
2004-048707
Intended Audience
Scholarly & Professional
Lc Classification Number
Lb1060
Reviews
"This volume is particularly useful for teachers who are re-thinking ways to design and create curriculum that reflects the experiences and knowledge of their multilingual and multicultural students....The importance of allowing students to make explicit connections between at-home and in-school practices is made relevant through the theory research, and classroom applications in this book."--Language Arts, Vol. 84, No. 10 "One of the most important concepts in culture-and-education is now laid out for us to know, in detail--its origin, argument, and human context. We should all be grateful." --Roland Tharp, University of California, Berkeley "This is a very important book in its scope....[and] is very much needed....Longitudinal, field based research is still relatively uncommon, especially in teacher education, but it is the only way to document how culture is deeply embedded in children's and families' lives, and how teachers can use the knowledge held within communities to make a difference in reaching out to children and families who will soon constitute the new 'mainstream' in our schools."--Catherine Emihovich, University of Florida
Table of Content
Contents: Preface. N. González, L. Moll, C. Amanti, Introduction. Part I: Theoretical Underpinnings. N. González, Beyond Culture: The Hybridity of Funds of Knowledge. C. Vélez-Ibáñez, J. Greenberg, Formation and Transformation of Funds of Knowledge. L. Moll, C. Amanti, D. Neff, N. González, Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. N. González, L. Moll, M.F. Tenery, A. Rivera, P. Rendón, C. Amanti, Funds of Knowledge for Teaching in Latino Households. Part II: Teachers as Researchers. M.F. Tenery, La Visita. C. Amanti, Beyond a Beads and Feathers Approach. M. Hensley, Empowering Parents of Multicultural Backgrounds. P. Sandoval-Taylor, Home Is Where the Heart Is: A Funds of Knowledge-Based Curriculum Module. A. Browning-Aiken, Border-Crossings: Funds of Knowledge Within an Immigrant Household. J. Messing, Social Reconstructions of Schooling: Teacher Evaluations of What They Learned From Participation in the Funds of Knowledge Project. Part III: Translocations: New Contexts, New Directions. M. Brenden, Funds of Knowledge and Team Ethnography: Reciprocal Approaches. P. Buck, P.S. Sylvester, Pre-Service Teachers Enter Urban Communities: Coupling Funds of Knowledge Research and Critical Pedagogy in Teacher Education. C. Mercado, Reflections on the Study of Households in New York City and Long Island: A Different Route, a Common Destination. N. González, R. Andrade, M. Civil, L. Moll, Funds of Distributed Knowledge. Part IV: Concluding Commentary. L. Moll, Reflections and Possibilities.
Copyright Date
2005

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