Includes bibliographical references (p. 231-233) and index.
|Statement||Michael S. Knapp with Nancy E. Adelman ... [et al.] ; foreword by John I. Goodlad.|
|Contributions||Knapp, Michael S. 1946-|
|LC Classifications||LC4091 .T436 1995|
|The Physical Object|
|Pagination||xiv, 244 p. :|
|Number of Pages||244|
|ISBN 10||0807734241, 0807734233|
|LC Control Number||94046779|
Teaching for meaning in high-poverty classrooms / Michael S. Knapp, Patrick M. Shields, Brenda J. Turnbull. Responsibility: Michael S. Knapp with Nancy E. Adelman [and others] ; . Find many great new & used options and get the best deals for Teaching for Meaning in High-Poverty Classrooms by Michael Knapp (, Paperback) at the best online prices at . Book Review Teaching for Meaning in High-Poverty Classrooms. Michael S. Knapp and Associates, New York: Teachers College Press ( Amsterdam Avenue, New York, NY ). Hardcover or Softcover, pages. James W. Cunningham UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Teaching for Meaning in High-Poverty Classrooms. Teaching for Meaning in High-poverty Classrooms by Michael S. Knapp, , available at Book Depository with free delivery worldwide/5(2).
“teaching for meaning”. This strategy refers to alternatives to conventional practice in teaching children in high poverty classrooms (Knapp, Shields, & Turnbull, ). In order to teach children from poverty, three components must be utilized. The first of these is instruction that. These concerns also assume that teaching for meaning will result in poorer performance on the tests. Particularly troubling is the effect on those students who experience difficulty with learning, live in high-poverty conditions, and represent a diversity of cultural and linguistic by: 2. They share the powerful voices of teachers—many of whom grew up in poverty—to amplify the five classroom practices that permeate the culture of successful high-poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage. Teaching with poverty in mind is a small book with a huge scope and a lot of heart. It explores what poverty is, how it affects academic performance, the mindset we (teachers) need to embrace for change, how schools and teachers should adapt for these kind of students and then walks the reader through the new paradigm by outlining a typical class/5.
and Freppon () document that children from high-poverty backgrounds gain knowledge of written narrative more successfully in classrooms that emphasize more holistic uses and functions of language. In these classrooms, conversations among students, and among students and teachers, are seen as critical to student achievement and understanding. “At last, a book that helps us see and feel what a ‘no excuses’ approach to teaching is like in urban classrooms! This close look at teachers and students in high-poverty settings gives new meaning to ‘all children can learn.’ A must read for those who are serious about closing the achievement gap.”Manufacturer: Teachers College Press. effective in teaching children to read. Some studies looked at the differences between effective schools and ineffective schools defined in terms of assessment scores. Other studies analyzed the effectiveness of various teaching strategies in reading reform. Effective elementary schools Educational performance, particularly in poverty. Christopher Emdin is an associate professor in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and Science Genius B.A.T.T.L.E.S., Emdin was named the Multicultural Educator of the Year by the 5/5(1).