Beating
the
Odds-
How
the
Poor
Get
to
College
By
Arthur
Levine
and
Jana
Nidiffer
This
book
examines
how
individuals
from
low-income
families
in the
United
States
are
able
to
attend
college.
Part 1
focuses
on the
odds
against
a poor
person
attending
college,
looking
at the
reality
of
growing
up
poor
in the
United
States
and
the
odds
against
escaping
such
poverty.
Part 2
examines
how
poor
people
beat
such
odds,
presenting
a
study
of 24
poor,
first-generation
college
students
that
seeks
to
identify
the
factors
that
enabled
these
individuals
to
attend
college.
It
describes
the
experiences
of the
most
successful
among
the
group,
namely
those
attending
highly
selective
universities,
as
well
as
less
successful
individuals,
namely
older
adults
attending
community
colleges.
Part 3
focuses
on how
to
improve
the
odds
for
poor
people,
concentrating
on the
positive
role
of
mentors
in the
lives
of the
individuals
in the
study.
The
book
concludes
by
discussing
financial
aid,
early
intervention,
and
transition
programs
that
may
help
even
the
odds
for
poor
people
hoping
to
attend
college.
Two
appendixes
provide
brief
biographies
of the
students
interviewed
for
the
study
and a
demographic
profile
of the
students.
(Contains
84
references.)
(MDM)
Strategies
for
Teaching
Learners
with
Special
Needs
By
Edward
A.
Polloway,
James
R.
Patton,
Loretta
Serna
This
comprehensive
book
is
non-categorical
in
focus,
viewing
instructional
methods
and
all
curricular
content
areas
in the
special
education
field.
A
valuable
tool
for
teaching
students
in
resource
and
self-contained
classrooms,
this
book
is a
current
presentation
of
instructional
challenges
involving
students
with
special
needs.
Contemporary
themes
include
inclusion,
collaboration,
cooperative
teaching,
strategy
training,
the
importance
of
phonological
awareness,
holistic
perspectives,
home-school
collaboration,
ethical
issues
in the
education
profession,
transition,
and
educational
outcomes.
Expanded
coverage
on new
research
discusses
phonological
awareness
as a
basis
for
successful
reading,
transition
planning
and
life
skills
instruction,
collaboration
with
professionals
and
para
educators,
and
effective
strategies
throughout
the
curriculum.
A
second
chapter
on
reading
significantly
increases
the
attention
given
to
issues
in
reading
instruction,
the
phonological
basis
for
successful
reading
and
students
with
special
needs,
and
the
promotion
of
effective
comprehensive
instructional
strategies.
Practical
chapters
emphasize
teaching
study
skills,
developing
social
skills
and
self-determination,
teaching
the
creative
arts,
and
teaching
science
and
social
studies--in
addition
to the
core
academic
areas
of
reading,
writing,
math,
and
spoken
language.
For
educators
teaching
learning
disabled
students.
Rethinking
Columbus-The
Next
500
Years
Edited
by
Bill
Bigelow
and
Bob
Peterson
Why
rethink
Christopher
Columbus?
Because
the
Columbus
myth
is a
foundation
of
children's
beliefs
about
society.
Columbus
is
often
a
child's
first
lesson
about
encounters
between
different
cultures
and
races.
The
murky
legend
of a
brave
adventurer
tells
children
whose
version
of
history
to
accept,
and
whose
to
ignore.
It
says
nothing
about
the
brutality
of the
European
invasion
of
North
America.
We
need
to
listen
to a
wider
range
of
voices.
We
need
to
hear
from
those
whose
lands
and
rights
were
taken
away
by
those
who
"discovered"
them.
Their
stories,
too
often
suppressed,
tell
of of
500
years
of
courageous
struggle,
and
the
lasting
wisdom
of
native
peoples.
Understanding
what
really
happened
to
them
in
1492
is key
to
understanding
why
people
suffer
the
same
injustices
today.
More
than
90
essays,
poems,
interviews,
historical
vignettes,
and
lesson
plans
reevaluate
the
myth
of
Columbus
and
issues
of
indigenous
rights.
Rethinking
Columbus
is
packed
with
useful
teaching
ideas
for
kindergarten
through
college.
Multicultural
Children’s
Literature-Through
the
Eyes
of
Many
Children
By
Donna
E.
Norton
A
well-known
author
designed
this
unique
book
for
Education,
English,
Library
Science,
and
Humanities
classes
that
emphasize
selecting,
analyzing,
evaluating,
and
using
children's
multicultural
literature.
It
includes
chapters
on
African
American,
Native
American,
Latino,
Asian,
Jewish,
and
Middle
Eastern
cultures.
Each
chapter
follows
a
five-phase
approach,
developed
by the
author,
to
lead
readers
to an
understanding
of the
literature.
The
five-phase
approach
begins
with a
broad
introduction
to the
ancient
myths,
legends,
and
folktales
of the
culture.
Phase
II
narrows
the
topic
to the
ancient
myths,
legends,
and
folktales
from
one
specific
area.
Phase
III
studies
the
historical
nonfiction
selections
such
as
biographies,
autobiographies,
and
informational
literature
that
encourage
students
to
understand
the
early
experiences
of the
social
and
political
history
of
specific
people.
Phase
IV is
a
study
of
historical
fiction
selections
based
on
characters
from
specific
cultures
or on
interactions
between
people
and
other
cultures.
Phase
V is a
study
of
contemporary
literature
including
fiction,
poetry,
biography,
and
autobiography.
For
teachers
of
children's
literature
courses.
Human
Diversity
in
Action-Developing
Multicultural
Competencies
for
the
Classroom
By
Kenneth
Cushner
This
research-based,
self-exploratory
set of
hands-on
activities
can be
used
in any
Diversity
or
Multicultural
Education
course,
alongside
any
text.
Instead
of
just
telling,
this
consumable
workbook
allows
students
to
learn
by
doing
and
reflecting
on,
and
writing
down
his or
her
own
experiences
and
views.
The
text
addresses
a vast
range
of
diversities
including
race,
ethnicity,
gender,
class,
disability,
and
sexual
orientation.
Informational
readings
give
students
the
background
to
complete
the
exercises.
Part
I:
Getting
to
Know
the
Culture
of
Self
covers
the
concept
of
culture
and
the
development
of
self.
Part
II:
Getting
to
Know
the
Culture
of
Others
provides
a
basic
framework
to
analyze
cultural
differences
and
the
processes
involved
in
intercultural
interaction.
Part
III:
Modifying
Curriculum
and
Instruction
to
Address
the
Goals
of
Diversity
contains
exercises
that
demonstrate
a
culture's
influence
on
teaching
and
learning
and
illustrates
strategies
that
can
modify
existing
curriculum
and
instruction.
The
activities
are
referenced
in
Cushner/McClelland/Safford,
Human
Diversity
in
Education,
4/e
(2003),
for
which
this
workbook
is an
ideal
companion.
Differentiating
Instruction
in
the
Regular
Classroom-How
to
Reach
and
Teach
ALL
Learners,
Grades
3-12
By
Diane
Heacox,
Ed.
D.
This
book
provides
a wide
variety
of
strategies
for
differentiating
instruction
for
students
in
grades
3-12.
Chapter
1
presents
an
overview
of
differentiated
content,
process,
and
product,
and
the
role
of the
teacher
in a
differentiated
classroom.
Chapter
2
focuses
on the
first
step
of
differentiation:
gathering
information
about
students.
Chapter
3
guides
educators
through
the
process
of
writing
essential
questions
and
unit
questions
to
frame
and
focus
their
curriculum,
and
chapter
4
identifies
challenge
and
variety
as
critical
elements
in
differentiating
instruction.
Bloom's
taxonomy
and
Gardner's
multiple
intelligences
are
explained.
The
following
chapter
describes
and
explains
flexible
grouping
and
distinguishes
it
from
other
grouping
methods.
Chapter
6
explains
six
ways
to
tier
activities,
along
with
guidelines
for
organization
and
management.
Chapter
7
provides
four
strategies
for
providing
student
choice
within
a
framework
of
differentiated
activities.
How to
grade
differentiated
tasks
fairly,
calculate
and
record
grades,
make
grades
reflect
rigor
and
