Multilingual learners in Grades K-12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services…

"Training Teachers in Emotional Intelligence" provides pre- and in-service teachers with foundational knowledge and skills regarding their own and their students' emotions. Teachers are increasingly charged with providing social-emotional learning, responding to emotional situations in the classroom, and managing their own stress, all of…

"Culturally Responsive School Leadership" focuses on how school leaders can effectively serve minoritized students--those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous…

"Digital Play for Global Citizens" is an introduction to how educators and parents can use a multitude of innovative technology tools to help their students and children learn about, understand, and engage with our increasingly interconnected world. Educating students to become "macro-minded" (habits of mind that are associated…

Designed for use with the teacher's guide to unit seven of the social science strand for Spanish-speaking third graders, these support materials include instructional aids for classroom use and worksheets for students which may be reproduced for individual seatwork. Worksheets are to be presented under supervision rather than as independent tasks.…

This book focuses on the need to equip practitioners to meet the play needs of children in today's early years settings. With babies and very young children increasingly being cared for in out-of-home care settings, it is essential for early years practitioners to be responsive and reflective to ensure that these young children's needs are met in…

In this paper, culturally acceptable home behaviors of Puerto Rican children are contrasted with those behaviors that are demanded in classrooms of mainland United States schools. Sources of conflicts between home and classroom behaviors discussed include: (1) instability resulting from the migration process; (2) language problems; (3)…

Two sections comprising this guide -- a program or curriculum guide and a teacher orientation or teacher's resource -- are designed to be used together for teaching about Hawaii in the fourth grade. Activities in the curriculum guide are based upon an inquiry-conceptual approach and focus on the formation of concepts and generalizations which help…

This checklist is presented as a self-test for school administrators (including principals, superintendents, supervisors, curriculum assistants, subject-matter specialists-consultants, librarians, deans and presidents) whose work helps to enhance multi-cultural curriculum development in schools and colleges. The goal of this kind of curriculum is…

Discusses how the early childhood program environment can be more sensitive to biracial children of black and white heritage. Considers the history of blacks in the United States; ethnic identity development in biracial children; and planning the early childhood environment, including structuring the curriculum, securing information about the…

This resource unit, a supplement to the family life education curiculum guide (see related note), was designed to help secondary education home economics teachers provide students with learning experiences related to living as a single person. The unit covers two principle topics regarding single living, each including an overall objective,…

Expanding the conceptual field of the child from his neighborhood to the total community, this social science unit for Spanish-speaking third graders presents instructional and assessment activities in kits 25-28. Activities address four spiraling questions pertaining to the elements, wants and needs, change occurrence, and results of change.…