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Choosing Democracy

RRP $428.99

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Unlike most other texts for Multicultural Education on the market, this one provides practical and useful teaching strategies and class-tested lesson plans, as well as a foundation for understanding the context of multicultural education. "Choosing Democracy" was the first text of its kind to show teachers how to construct a curriculum that is truly democratic, while at the same time meeting the requirements of today's standard's based educational environment. Most new teachers are not prepared to face the diversity of the classrooms of today. Nor are they prepared to handle the many challenging issues that will arise in these multicultural and multilingual classes. This book gives solid and substantial coverage of important issues facing teachers such as classroom management, critical thinking, cooperative learning, assisting English Language Learners, dealing with substantive values, and assessment. It also teaches educators to formulate a deeper understanding of their own cultural frame of reference in order to develop a second multicultural perspective. New To This Edition:

  • NEW Provides ideas for teachers looking to change their curriculum in Chapter 12.
  • NEW Includes a new section with a new co-author, (Dr. Francisco Reveles) an expert on gang related behavior and bullying.
  • NEW Illustrates ways to manage a classroom based on democratic principles and cultural proficiency-makes the text valuable to even the most reluctant reader.
  • NEW Contains a new section on integrating technology and using the Internet in the classroom.
  • NEW Features a thoroughly revised Chapter 13-Explains the major efforts at school reform and "The No Child Left Behind" Act.


On The Definition Of Binding Domains In Spanish

RRP $125.00

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Linguistic theory has recently experienced a shift in its conceptual approach from the formulation of descriptively adequate accounts of languages to the definition of principles and parameters claimed to reflect the initial structure of the language faculty, often termed Universal Grammar (UG). Linguistic experience is said to have the effect of guiding the child/linguist in fixing the unspecified parameters of U G to determine the grammar of his/her language. The study of anaphora has been of central concern as it addresses directly the innateness vs. experience issue. On the one hand, it is a part of all natural languages that is largely under- determined by the data, and must therefore be included in the characterization of the initial state of the language faculty. On the other hand, although the principles that govern anaphora do not exhibit extreme variations across languages, a child/linguist must solve language specific issues for his/her language based on linguistic experience. This book examines a set of linguistic structures from both a theoretical and an experimental perspective. The purpose is to xv PREFACE xvi determine the roles of innateness and of experience in the devel- opment of a child's theory of anaphora for his/her language.



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