Teaching and Supporting Migrant Children in Our Schools: A Culturally Proficient

Description: Teaching and Supporting Migrant Children in Our Schools by Reyes L. Quezada, Randall B. Lindsey, Fernando Rodriguez-Valls General approaches to multiculturalism run the risk of overlooking an increasingly diverse student population that deserves special consideration and attention: students from immigrant backgrounds whose families toil the fields in order to provide better educational opportunit... FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description General approaches to multiculturalism run the risk of overlooking an increasingly diverse student population that deserves special consideration and attention: students from immigrant backgrounds whose families toil the fields in order to provide better educational opportunities for their children. This books purpose is to guide educators to think deeply about their roles and responsibilities in the education of children of farmworker families in our nations schools. Readers will view their classrooms, schools, districts, and the migrant programs they lead in a broad and inclusive manner through the lens of cultural proficiency.The initial steps when embracing cultural proficiency entails thinking reflectively about ones own values and behaviors and the schools policies and practices toward children of farmworker families. Cultivating a willingness, openness and commitment to meeting the challenges and opportunities of this often-invisible aspect of diversity is an important first step for the development of effective educational practices for migrant students and their families. The cultural proficiency framework can inform staff development models for working effectively with migrant students and their families. Author Biography Dr. Reyes L. Quezada is a professor in the Department of Learning and Teaching in the School of Leadership and Education Sciences where his research focus is in bilingual education, equity, cultural proficiency, parent involvement, international education, inclusion and diversity. Born in San Juan de Los Lagos, Jalisco, Mexico, he immigrated to the U.S at the age of seven. His father was a migrant farmworker who participated in the U.S. Bracero program (U.S. Guest Worker).Dr. Fernando Rodríguez-Valls is associate professor at California State University, Fullerton. He has created partnerships with school districts, local educational agencies and universities to develop and implement community-based [bi]literacy programs. Dr. Rodríguez-Valls work focuses on equitable instructional practices for second language learners and migrant students as well as on the socio-cultural factors affecting their academic achievement, educational continuity and school engagement.Dr. Randall B. Lindsey is emeritus professor at California State University, Los Angeles. He has a practice centered on educational consulting and issues related to diversity. He has served as a teacher, administrator, and executive director of a non-profit corporation. He worked for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. He served as chair of the Division of Administration and Counseling and as director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. He has co-authored several books and articles on cultural proficiency. Table of Contents Foreword: Roger RossenthalAcknowledgmentsPART I: Tools to Support Use of this bookChapter 1: The Context in Educating Children of Migrant FarmworkersChapter 2: The Tools of Cultural Proficiency for Educator UseChapter 3: Learning Communities + Culturally Proficient Leadership = Students from Migrant Families Being Well ServedChapter 4: Educators Rubric for Inclusion and Support of Migrant Education Students, Families and Communities - Moving Beyond RhetoricPART II: Essential ElementsChapter 5: Assessing Cultural Knowledge-From Self-Centered Learning to Socially Just Student- and Community-Asset LearningChapter 6: Valuing Diversity is Reflected in the Beliefs and Values You and Your Schools Hold and How You Share those Beliefs and Values with Your CommunityChapter 7: Managing the Dynamics of Difference to Make a DifferenceChapter 8: Adapting to the Diversity as a Team in the Schools and Communities We ServeChapter 9: Institutionalizing Cultural Knowledge—for You, Your School, and the Migrant Communities You ServePART III: Next StepsChapter 10: Professional Communities Learning Together to Improve Migrant Students Academic and Social OutcomesAppendix: Resources in Support of Migrant EducationReferencesAbout the AuthorsIndex Review Although often overlooked in schools and curricula, the children of farmworker families nonetheless bring rich cultural and linguistic strengths to their education. By describing how a culturally proficient framework can bridge the gap between migrant children and those entrusted with teaching them, Quezada, Rodriguez-Valls, and Lindsey make a compelling case that these children deserve an education that is culturally responsive, deeply engaging, and respectful of their particular sociocultural realities. -- Sonia Nieto, University of MassachusettsTeaching and Supporting Migrant Children in Our Schools offers educators, policy makers, and community-based organizations an engaging learning opportunity aimed at maximizing effective educational and social services to migrant student and their families in our schools and communities. It provides a compelling case for the reader to assume a leadership role as a change agent to affirmatively address the low academic achievement of migrant students in the educational system specifically and the plight of migrant families generally. It offers a comprehensive and culturally sensitive approach to the academic preparation of migrant students and empowerment of migrant parents in the educational process….My deepest gratitude to the authors for further documenting the educational needs of migrant students and encouraging the leadership actions required needed to change the educational and social circumstance of migrant students and families. -- Rafael S. Hernandez, director, Early Academic Outreach Program, University of California, San DiegoI have had the pleasure of working in the Migrant Education Program for 46 years and can honestly say, this book is one of the best efforts in endeavoring to communicate how best to work with migrant students in the classroom. The research and suggested activities are realistic, doable, stimulating, and challenging. -- Joe I. Mendoza, director, Migrant Education Region 17; director, Special Populations Educational Support Department, Ventura County office of EducationWe educators continue to strive to find ways to better serve the most at-risk students, who most of our migrant students tend to be. Part of that is due to their unique needs connected to their mobile lifestyle. Quezada, Rodriguez-Valls and Lindsey in this book provide an accurate and comprehensive view of the migrant students and their families. These educators show us the great respect and hope for a better future that they have for this population. That future can only be accomplished by educators who know well their students and themselves. This book provides the academic tools and rubrics that can be used by any educator who believes in education as the avenue toward a better future. This is a must-read for anyone who is working with migrant students and families, as well anyone who wants to explore a constructive academic approach to better serve the neediest children in our schools. -- Dr. Sandra Kofford, director, Migrant Education Region 6, Imperial County Office of EducationQuezada, Rodriguez-Valls, and Lindsey not only disclose the often-invisible population of migrant children in our schools but also stress the necessity that school system stakeholders must provide equitable educational opportunities for them in an inclusive environment. The authors are able to share how we, as educators, must first look within ourselves and offer in-text opportunities to deeply reflect on the inside out approach with journaling opportunities to analyze personal assumptions of migrant students. During this incredible shift in our nations demographics and accountability, this text provides direction through an intersection where we can engage migrant students and their families. -- Lori Piowlski, assistant professor, Dept. of Elementary and Early Childhood Education, Minnesota State University, MankatoQuezada, Rodriguez and Lindsey have created an important resource for educators looking to understand and help our migrant students. As a former migrant student, I can appreciate the honesty and focus of this book, which will help all of our migrant students have greater success in their educational journey. This well-researched book provides coverage of a number of important issues and research not commonly considered in other textbooks. -- Simoìn Silva, artist, author, speakerTeaching and Supporting Migrant Children in Our Schools: A Culturally Proficient Approach will quickly become a pivotal work for both teacher candidates and experienced educators, inspiring readers to think deeply about current policies and practices in their schools of today. Such a formative work will inspire educators into an engaged conversation and openness to inclusive teaching practices — a critical conversation for all school communities in the 21st century! -- Janine F. Allen, associate provost of global engagement, Corban UniversityThis book can replace many of the resources that for years Ive had to pull together to meet my courses needs. Teaching and Supporting Migrant Children in Our Schools is a critically-important resource for ongoing learning towards transformative teaching, one that I will make sure my students dont leave their teacher preparation program without. -- Katherine Richardson Bruna, Director, ISU 4U Promise, Iowa State University, School of Education Long Description General approaches to multiculturalism run the risk of overlooking an increasingly diverse student population that deserves special consideration and attention: students from immigrant backgrounds whose families toil the fields in order to provide better educational opportunities for their children. This books purpose is to guide educators to think deeply about their roles and responsibilities in the education of children of farmworker families in our nations schools. Readers will view their classrooms, schools, districts, and the migrant programs they lead in a broad and inclusive manner through the lens of cultural proficiency. The initial steps when embracing cultural proficiency entails thinking reflectively about ones own values and behaviors and the schools policies and practices toward children of farmworker families. Cultivating a willingness, openness and commitment to meeting the challenges and opportunities of this often-invisible aspect of diversity is an important first step for the development of effective educational practices for migrant students and their families. The cultural proficiency framework can inform staff development models for working effectively with migrant students and their families. Review Quote Although often overlooked in schools and curricula, the children of farmworker families nonetheless bring rich cultural and linguistic strengths to their education. By describing how a culturally proficient framework can bridge the gap between migrant children and those entrusted with teaching them, Quezada, Rodriguez-Valls, and Lindsey make a compelling case that these children deserve an education that is culturally responsive, deeply engaging, and respectful of their particular sociocultural realities. Details ISBN1475821115 Author Fernando Rodriguez-Valls Publisher Rowman & Littlefield Year 2016 ISBN-10 1475821115 ISBN-13 9781475821116 Format Hardcover Subtitle A Culturally Proficient Approach Country of Publication United States Short Title TEACHING & SUPPORTING MIGRANT Language English Media Book Affiliation University of San Diego, USA DEWEY 371.82691 Pages 194 Publication Date 2016-09-14 Imprint Rowman & Littlefield Place of Publication Lanham, MD UK Release Date 2016-09-14 AU Release Date 2016-09-14 NZ Release Date 2016-09-14 US Release Date 2016-09-14 Illustrations Text Boxes; Illustrations, unspecified; Tables; Black & White Illustrations Alternative 9781475821123 Audience Professional & Vocational We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:100834019;

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