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Closing the Poverty and Culture Gap: Strategies to Reach Every Student

by Donna Walker Tileston and Sandra K Darling Corwin Press
Pub Date:
Pbk 120 pages
AU$52.99 NZ$55.64
Product Status: Not Our Publication - we no longer distribute
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Many caring teachers have expressed a need for more help in improving student achievement, especially in low-performing/high-poverty schools. This research-based book offers a comprehensive set of instructional strategies that have been proven to make a significant difference in student learning when diverse cultures and poverty come into play.

Donna Walker Tileston and Sandra K. Darling provide a six-part framework to help teachers build on students' assets and strengths rather than attempt to overcome perceived disadvantages. Based on their extensive experience and gathered data, the authors discuss:

Why some cultures are ''turned off'' by typical motivational approaches and what educators can do to reach students
What research says about the brain's desire to learn
How teachers can build on students' prior knowledge and help forge new connections
The importance of resiliency, especially for students of poverty and diverse cultures
Teaching procedural and declarative knowledge and preparing students for high-stakes tests
This practical resource provides the key structures for working effectively with students of differing cultures and poverty, ensuring higher student achievement in the diverse classroom.

Foreword by Belinda Williams Acknowledgments About the Authors Introduction 1. Culture and Poverty 2. Motivation From Within 3. Resiliency: Why It Matters 4. Teaching Declarative Knowledge 5. Teaching Procedural Knowledge (or Process) 6. The Role of Leade

'I can get future teachers to appreciate the role of culture and poverty, but it is very hard for them to translate that understanding into specific activities or strategies. This book provides strategies and supporting information about how and why culture and poverty are important. It provides so much more than any other text that I have ever used in an Introduction to Education course regarding working with diverse populations.' Rosemary Traor ®, Assistant Professor of Urban Education 'Provides a rich collection of research for instructional strategies. The combination of a call to action and supporting strategies provides a tool kit for instructional leaders.' Mary Reeve, Director, Services for Exceptional Students
Sandra K. Darling is the founder and president of Learning Bridges. Grounded in five years of research, the Learning Bridges Aligned Instructional Database contains the most effective, research-based instructional strategies for the standards of all states-ranked in order of their power to impact learning. Born into extreme poverty in rural Minnesota, Darling understands the power of having significant adults in her life who believed in her, held high expectations, and taught her the value of integrity. She has co-authored three books in education and published articles in several education journals. She has presented on standards-based education, curriculum alignment, inclusion practices, transformational leadership, school improvement, strategic planning, and assessment practices to thousands of educators. She is the leading expert on aligning instructional strategies to content standards and delivering that instruction with the modifications to close the gap in achievement for diverse learners, i.e., students from poverty, diverse cultures, and English language learners. She received her BS degree, three master degrees, and her PhD from the University of Minnesota in related areas of education. Donna Walker Tileston has served education as a leader in teaching, administration, research, writing, software development, and national consulting for the past thirty years. She has been responsible for curriculum development, management, technology, finance, grants management, public relations, and drug abuse prevention programs. For the past twenty-five years, she has been actively involved in brain research, including research on factors that inhibit learning or increase the brain ability to put information into long-term memory. Tileston ten-book collection What Every Teacher Should Know (Corwin Press 2003) received the 2004 Distinguished Achievement Award for Excellence in Educational Publishing by the Association of Educational Publishers. Other Corwin press titles include What Every Parent Should Know About Schools, Standards, and High-Stakes Tests (2005), Ten Best Teaching Practices: How Brain Research, Learning Styles and Standards Define Teaching Competencies (2005), and Strategies for Teaching Differently (1998). Tileston has presented extensively at local, state, national, and international conferences, notably at The Hague in November 2005 and in Prague during March 2006.