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| asset based approach in education: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| asset based approach in education: An Asset-Based Approach to Advancing Latina Students in STEM Elsa M. Gonzalez, Frank Fernandez, Miranda Wilson, 2022-05 This timely volume challenges the ongoing underrepresentation of Latina women in science, technology, engineering and mathematics (STEM), and highlights resilience as a critical communal response to increasing their representation in degree programs and academic posts. An Asset-Based Approach to Advancing Latina Students in STEM documents the racialized and gendered experiences of Latinas studying and researching in STEM in US colleges, and centers resilience as a critical mechanism in combating deficit narratives. Adopting an asset-based approach, chapters illustrate how Latinas draw on their cultural background as a source of individual and communal strength, and indicate how this cultural wealth must be nurtured and used to inform leadership and policy to motivate, encourage, and support Latinas on the pathway to graduate degrees and successful STEM careers. By highlighting strategies to increase personal resilience and institutional retention of Latina women, the text offers key insights to bolstering diversity in STEM. This text will primarily appeal to academics, scholars, educators, and researchers in the fields of STEM education. It will also benefit those working in broader areas of higher education and multicultural education, as well as those interested in the advancement of minorities inside and outside of academia. Elsa M. Gonzalez is Assistant Professor of Higher Education at the University of Houston, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Miranda Wilson earned a Ph.D. in Higher Education Leadership and Policy Studies at the University of Houston, USA. |
| asset based approach in education: Teaching to Strengths Debbie Zacarian, Lourdes Alvarez-Ortiz, Judie Haynes, 2017-09-20 Half the students in U.S. schools are experiencing or have experienced trauma, violence, or chronic stress. Much has been written about these students from a therapeutic perspective, especially regarding how to provide them with adequate counseling supports and services. Conversely, little has been written about teaching this population and doing so from a strengths-based perspective. Using real-world examples as well as research-based principles, this book shows how to * Identify inherent assets that students bring to the classroom. * Connect to students’ experiences through instructional planning and delivery. * Foster students’ strengths through the use of predictable routines and structured paired and small-group learning experiences. * Develop family and community partnerships. Experts Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes outline a comprehensive, collaborative approach to teaching that focuses on students’ strengths and resiliency. Teaching to Strengths encourages educators to embrace teaching and schoolwide practices that support and enhance the academic and socio-emotional development of students living with trauma, violence, and chronic stress. |
| asset based approach in education: Esperanza Rising (Scholastic Gold) Pam Muñoz Ryan, 2012-10-01 A modern classic for our time and for all time-this beloved, award-winning bestseller resonates with fresh meaning for each new generation. Perfect for fans of Kate DiCamillo, Christopher Paul Curtis, and Rita Williams-Garcia. Pura Belpre Award Winner * Readers will be swept up. -Publishers Weekly, starred review Esperanza thought she'd always live a privileged life on her family's ranch in Mexico. She'd always have fancy dresses, a beautiful home filled with servants, and Mama, Papa, and Abuelita to care for her. But a sudden tragedy forces Esperanza and Mama to flee to California and settle in a Mexican farm labor camp. Esperanza isn't ready for the hard work, financial struggles brought on by the Great Depression, or lack of acceptance she now faces. When Mama gets sick and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances--because Mama's life, and her own, depend on it. |
| asset based approach in education: Elementary Science Methods Lauren Madden, 2022-01-12 As teachers and parents, we often hear that children are the best scientists. Great science teachers tune in to children’s interests and observations to create engaging and effective lessons. This focus on the innate curiosity of children, or humans overall is celebrated and used to justify and support efforts around STEM teaching and learning. Yet, when we discuss elementary school teachers, we often hear many inside and outside the classroom report that these teachers dislike, fear, and feel uncomfortable with science. This is exactly the opposite approach from what is universally recommended by science education scholars. This practical textbook meets the immediate, contextual needs of future and current elementary teachers by using an assets-based approach to science teaching, showing how to create inquiry-based lessons, differentiate instruction and lesson design based on children’s developmental ages and needs, and providing easy-to-use tools to advocate for scientific teaching and learning guided by the Next Generation Science Standards (NGSS). |
| asset based approach in education: Street Data Shane Safir, Jamila Dugan, 2021-02-12 Radically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on fixing and filling academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district’s equity journey, Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book · Offers fresh ideas and innovative tools to apply immediately · Provides an asset-based model to help educators look for what’s right in our students and communities instead of seeking what’s wrong · Explores a different application of data, from its capacity to help us diagnose root causes of inequity, to its potential to transform learning, and its power to reshape adult culture Now is the time to take an antiracist stance, interrogate our assumptions about knowledge, measurement, and what really matters when it comes to educating young people. |
| asset based approach in education: Research Handbook on Community Development Rhonda Phillips, Eric Trevan, Patsy Kraeger, 2020-04-24 This timely Research Handbook offers new ways in which to navigate the diverse terrain of community development research. Chapters unpack the foundations and history of community development research and also look to its future, exploring innovative frameworks for conceptualizing community development. Comprehensive and unequivocally progressive, this is key reading for social and public policy researchers in need of an understanding of the current trends in community development research, as well as practitioners and policymakers working on urban, rural and regional development. |
| asset based approach in education: Ambitious Science Teaching Mark Windschitl, Jessica Thompson, Melissa Braaten, 2020-08-05 2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them. |
| asset based approach in education: Supporting and Educating Traumatized Students Eric Rossen, 2020 Traumatic or adverse experiences are pervasive among school-aged children and youth. Trauma undermines students' ability to learn, form relationships, and manage their feelings and behavior. School-based professionals working with traumatized students are often unaware of their complex needs or how to meet them within the hours of the typical school day. The second edition of Supporting and Educating Traumatized Students is a comprehensive guide for understanding and assisting students with a history of trauma. Designed specifically for professionals in mental health and education settings, this volume combines content and expertise from practitioners, researchers, and other experts with backgrounds in education, school psychology, school social work, school administration, resilience, school policy, and trauma. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students and staff. New chapters address topics such as post-traumatic growth, interpersonal violence, and trauma screening and assessment among others. Educators can continue to use this updated edition as a reference and ongoing resource, with the ability to quickly and easily access a variety of school-based strategies to help improve educational and social outcomes for traumatized students. |
| asset based approach in education: Educating Across Borders María Teresa de la Piedra, Blanca Araujo, Alberto Esquinca, 2018-11-20 Educating Across Borders is an ethnography of the learning experiences of transfronterizxs, border-crossing students who live on the U.S.-Mexico border, their lives spanning two countries and two languages. Authors María Teresa de la Piedra, Blanca Araujo, and Alberto Esquinca examine language practices and funds of knowledge these students use as learning resources to navigate through their binational, dual language school experiences. The authors, who themselves live and work on the border, question artificially created cultural and linguistic borders. To explore this issue, they employed participant-observation, focus groups, and individual interviews with teachers, administrators, and staff members to construct rich understandings of the experiences of transfronterizx students. These ethnographic accounts of their daily lives counter entrenched deficit perspectives about transnational learners. Drawing on border theory, immigration and border studies, funds of knowledge, and multimodal literacies, Educating Across Borders is a critical contribution toward the formation of a theory of physical and metaphorical border crossings that ethnic minoritized students in U.S. schools must make as they traverse the educational system. |
| asset based approach in education: Equity-Centered Trauma-Informed Education Alex Shevrin Venet, 2023-09-01 Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms. |
| asset based approach in education: Educating Latino Boys David Campos, 2012-12-04 Largely misunderstood and often underserved, Latino boys miss key academic opportunities that prevent them from high achievement and success in school and beyond. Educator David Campos, a champion of higher education for Latino boys, provides proven strategies to promote success for Latino boys. |
| asset based approach in education: Strengths-Based Teaching and Learning in Mathematics Beth McCord Kobett, Karen S. Karp, 2020-02-27 This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful. |
| asset based approach in education: Equity by Design Mirko Chardin, Katie Novak, 2020-07-20 Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve. --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by teachers they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation Every student, Mirko and Katie insist, deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability. Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669 |
| asset based approach in education: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| asset based approach in education: Transforming Institutions Kate White, 2021-01-15 This volume of Transforming Institutions follows from and builds on its predecessor of five years ago (Weaver et al., 2015) with a mix of case studies, models, and analyses. The authors and editors provide key perspectives for advancing change initiatives in higher education and STEM education. The Transforming Institutions conferences and book series began with the first convening in 2011 at Purdue University, organized by the Discovery Learning Research Center (DLRC), and continues with the 2019 and 2021 Transforming Institutions Conferences. The meeting sought then, as it still does, to bring together researchers, academic leaders, national organizations and funding agency representatives to discuss the practical aspects of changing institutional practices to align with the large body of evidence in the field. The editors and authors of this volume consider this work to be a beginning and hope it will be a call to action for every reader.View this book online at: http://openbooks.library.umass.edu/ascnti2020/ |
| asset based approach in education: Culturally Proficient Education Randall B. Lindsey, Michelle S. Karns, Keith Myatt, 2010-04-14 This new application for cultural proficiency is a testament to the educator-student relationship based on respect, understanding, and a common purpose, no matter what the background or culture of the student happens to be. We can′t afford for more students to disengage from education. Thankfully, the authors provide a framework that builds on where we are and that moves us toward a positive, asset-building environment rather than a destructive deficit mind-set. —Kathleen Gavin, Coordinator of Professional Development Great Prairie Area Education Agency, Burlington, IA Develop culturally proficient policies and practices that create opportunities for students of poverty! Written to counter the perspective that students from low-income backgrounds come to school with certain deficits that prevent them from learning, this timely resource provides educators with the knowledge and skills to maximize educational opportunities for all students, independent of students′ socioeconomic status. The authors examine equity and social issues through the lens of cultural proficiency, an approach that emphasizes how educators can break down self-imposed barriers to student success through self-reflection, personal change, and organizational reform. Focusing on students′ strengths, this guide provides: An examination of how poverty intersects with other groupings, such as race, ethnicity, language acquisition, and gender Effective teaching and leadership strategies grounded in the latest research Vignettes and case studies showing the faces of poverty and the barriers they face Reflective activities and self-check protocols that guide readers toward effective practices Culturally Proficient Education helps teachers and school leaders clear the path to success for students of all social and economic backgrounds. |
| asset based approach in education: Culturally Responsive Teaching for Multilingual Learners Sydney Snyder, Diane Staehr Fenner, 2021-01-25 What will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs’ access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students’ strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you’ll find • Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context • Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking • Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice • Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students’ backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students. On-demand book study-Available now! Authors, Snyder and Staehr Fenner have created an on-demand LMS book study for readers of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity available now from their company SupportEd. The self-paced book study works around your schedule and when you′re done, you’ll earn a certificate for 20 hours of PD. SupportEd can also customize the book study for specific district timelines, cohorts and/or needs upon request. |
| asset based approach in education: Portrait of the Poor Orazio P. Attanasio, Miguel Székely, 2001 The authors analyze the ownership and use of income-generating assets, as well as access to them. Where there are market imperfections, they propose policies to ease the constraints faced by the poor in accumulating the human, physical and social capital they need to generate greater income.--BOOK JACKET. |
| asset based approach in education: Culturally Sustaining Pedagogies Django Paris, H. Samy Alim, 2017 Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley |
| asset based approach in education: En Comunidad Carla Espana, Luz Yadira Herrera, 2020 This book provides practical help for undoing the deficit perspective that is frequently applied to Latinx bilingual students. This deficit perspective limits educators from getting to know bilingual learners and has lasting effects on children's self-concept, socio-emotional growth and academic development. As emergent bilingual Latinx children become the majority in PK-12 schools, and as Latinx communities face increasing socio-political hostility, it is urgent that we shift to teaching practices that honor the knowledge students engage every day across different contexts. Schooling impacts how societal norms are reproduced, contested or reimagined, and the lessons, along with the pedagogical framework that we present in this book, can create that opportunity to fully embrace the ways we can connect with our students and have an impact beyond the classroom. This book offers lessons with a decolonized bilingual sustaining pedagogy approach: a culturally sustaining topic having to do with language practices, literacies, and power texts that show different ways we engage with language practices translanguaging (using all of one's linguistic repertoire, this includes different features of named languages such as Spanish and English) as the way bilingual students communicate, the way we teach, and the way we strive for social justice-- |
| asset based approach in education: Creating Safe, Equitable, Engaging Schools David Osher, Deborah Moroney, Sandra L. Williamson, 2018 Creating Safe, Equitable, Engaging Schools brings together the collective wisdom of more than thirty experts from a variety of fields to show how school leaders can create communities that support the social, emotional, and academic needs of all students. It offers an essential guide for making sense of the myriad frameworks, resources, and tools available to create a continuous improvement system. Filled with recommendations gleaned from research and ongoing work in every US state and territory, this book is a critical resource for understanding and adopting evidence-based practices and making programmatic decisions to ensure the ideal conditions for learning, growth, and development. Creating Safe, Equitable, Engaging Schools is an essential read for teachers, principals, district leaders, and organizations that work with schools to create challenging and supportive environments for all students. --Paul Cruz, superintendent, Austin Independent School District Osher and colleagues not only connect the dots between big ideas--deeper learning, trauma, social and emotional learning, evidence-based programs, comprehensive community planning--but they model the continuous improvement approach in the way ideas are ordered across and within the chapters. This is a masterful volume: comprehensive, accessible, and way overdue. --Karen J. Pittman, cofounder, president and CEO, The Forum for Youth Investment This book provides a very usable road map for creating safe, healthy, equitable, and caring schools. The editors and contributors successfully integrate research, practice, and policy to help educators develop and implement effective and sustainable models to nurture caring schools that all children and educators deserve. --Mark T. Greenberg, Bennett Chair of Prevention Research, Pennsylvania State University David Osher is vice president and an institute fellow at American Institutes for Research. Deborah Moroney is a managing director at American Institutes for Research and is director of the youth development and supportive learning environments practice area. Sandra Williamson is a vice president for policy, practice, and systems change at American Institutes for Research. |
| asset based approach in education: Breaking Down the Wall Margarita Espino Calderon, Maria G. Dove, Diane Staehr Fenner, Margo Gottlieb, Andrea Honigsfeld, Tonya Ward Singer, Shawn Slakk, Ivannia Soto, Debbie Zacarian, 2019-09-11 It was a dark and stormy night in Santa Barbara. January 19, 2017. The next day’s inauguration drumroll played on the evening news. Huddled around a table were nine Corwin authors and their publisher, who together have devoted their careers to equity in education. They couldn’t change the weather, they couldn’t heal a fractured country, but they did have the power to put their collective wisdom about EL education upon the page to ensure our multilingual learners reach their highest potential. Proudly, we introduce you now to the fruit of that effort: Breaking Down the Wall: Essential Shifts for English Learners’ Success. In this first-of-a-kind collaboration, teachers and leaders, whether in small towns or large urban centers, finally have both the research and the practical strategies to take those first steps toward excellence in educating our culturally and linguistically diverse children. It’s a book to be celebrated because it means we can throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets. The authors’ contributions are arranged in nine chapters that become nine tenets for teachers and administrators to use as calls to actions in their own efforts to realize our English learners’ potential: 1. From Deficit-Based to Asset-Based 2. From Compliance to Excellence 3. From Watering Down to Challenging 4. From Isolation to Collaboration 5. From Silence to Conversation 6. From Language to Language, Literacy, and Content 7. From Assessment of Learning to Assessment for and as Learning 8. From Monolingualism to Multilingualism 9. From Nobody Cares to Everyone/Every Community Cares Read this book; the chapters speak to one another, a melodic echo of expertise, classroom vignettes, and steps to take. To shift the status quo is neither fast nor easy, but there is a clear process, and it’s laid out here in Breaking Down the Wall. To distill it into a single line would go something like this: if we can assume mutual ownership, if we can connect instruction to all children’s personal, social, cultural, and linguistic identities, then all students will achieve. |
| asset based approach in education: Life Skills and Assets Liesel Ebersöhn, Irma Eloff, 2002-11 As psychologists we have come to realise that the initial approach that we choose in our interventions takes us down a certain path. |
| asset based approach in education: Evidence-Based School Development in Changing Demographic Contexts Rose M. Ylimaki, 2022 This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: - Active, reflective activities - Case studies illustrating each concept - The research base supporting each concept - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) - Thoughts about next steps for contextually sensitive and multi-level school development - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow! |
| asset based approach in education: From Equity Insights to Action Andrea M. Honigsfeld, Maria G. Dove, Audrey Cohan, Carrie McDermott Goldman, 2021-07-31 Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners! Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social–emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era. Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including Authentic examples of how educators understand and support MLLs through an equity lens Student portraits of multilingual learners’ experiences Accessible answers to essential how-to questions Robust professional learning activities Access to print and online resources for additional information Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners. |
| asset based approach in education: Visible Learning Insights John Hattie, Klaus Zierer, 2019-04-25 Visible Learning Insights presents a fascinating ‘inside view’ of the ground-breaking research of John Hattie. Together, the authors John Hattie and Klaus Zierer embark on a mission to build on the internationally renowned work and combine the power and authority of the research with the real ‘coal face’ experience of schools. Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes. It includes: An in-depth dialogue between John Hattie and Klaus Zierer. Clearly structured chapters that focus on the core messages of ‘Visible Learning’ and infer practical consequences for the everyday job of teaching. FAQs to Visible Learning that provide an invaluable introduction to the language of learning and success in schools. An overview of the current data set with over 1,400 meta-analyses. Intended for teachers, teacher students, education researchers, parents, and all who are interested in successful learning, teaching, and schooling, this short and elegant introduction outlines just what is required to translate Hattie’s research into improved school performance. |
| asset based approach in education: Culturally Responsive Teaching Geneva Gay, 2010 The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction. |
| asset based approach in education: The Global Education Guidebook Jennifer D. Klein, 2017 In The Global Education Guidebook: Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships, author Jennifer D. Klein asserts that teachers must give students access to meaningful partnerships with other classrooms around the world. Doing so cultivates the equitable thinking that students need to be empathic, solution-oriented global citizens. PreK-12 teachers and administrators need to foster partnerships that endorse humanity and eschew exoticizing people from other cultures. Klein takes readers through the key strategies for forming globally connected, student-driven educational relationships that benefit students and communities on both sides of the partnership. By purposefully choosing a partner, deciding on a design, employing the right technologies, and being mindful of potential pitfalls, educators around the globe can build communities that prepare all students to thrive in the 21st century. |
| asset based approach in education: Building School-Community Partnerships Mavis G. Sanders, 2015-03-17 This current era of high stakes testing, accountability, and shrinking educational budgets demands that schools seek bold and innovative ways to build strong learning environments for all students. Community involvement is a powerful tool in generating resources that are essential for educational excellence. Building School-Community Partnerships: Collaboration for Student Success emphasizes the importance of community involvement for effective school functioning, student support and well-being, and community health and development. This sharp, insightful book serves as an excellent resource for educators seeking to establish school-community partnerships to achieve goals for their schools and the students, families, and communities they serve. Schools can collaborate with a wide variety of community partners to obtain the resources they need to achieve important goals for students’ learning. Some of these partners may include: - Businesses and corporations - Universities and other institutions of higher learning - National and local volunteer organizations - Social service agencies and health partners - Faith-based organizations and institutions Work successfully with community partners to improve school programs and curricula, strengthen families, and expand your students’ learning experiences! |
| asset based approach in education: Rigorous PBL by Design Michael McDowell, 2017-03-01 By designing projects that move students from surface to deep and transfer learning through PBL, they will become confident and competent learners. Discover how to make three shifts essential to improving PBL’s overall effect: Clarity: Students should be clear on what they are expected to learn, where they are in the process, and what next steps they need to take to get there. Challenge: Help students move from surface to deep and transfer learning. Culture: Empower them to use that knowledge to make a difference in theirs and the lives of others. |
| asset based approach in education: Rethinking Ethnic Studies R. Tolteka Cuauhtin, Miguel Zavala, Christine E. Sleeter, Wayne Au, 2019 As part of a growing nationwide movement to bring Ethnic Studies into K-12 classrooms, Rethinking Ethnic Studies brings together many of the leading teachers, activists, and scholars in this movement to offer examples of Ethnic Studies frameworks, classroom practices, and organizing at the school, district, and statewide levels. Built around core themes of indigeneity, colonization, anti-racism, and activism, Rethinking Ethnic Studies offers vital resources for educators committed to the ongoing struggle for racial justice in our schools. |
| asset based approach in education: Ratchetdemic Christopher Emdin, 2021-08-10 A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of “negative” characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged “academic norms,” leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called “disruptive behavior” and a celebration of hip-hop music and culture. Emdin argues that being “ratchetdemic,” or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom. |
| asset based approach in education: An Asset-Based Approach to Advancing Latina Students in STEM Elsa M. Gonzalez, Frank Fernandez, Miranda Wilson, 2020-11-18 This timely volume challenges the ongoing underrepresentation of Latina women in science, technology, engineering and mathematics (STEM), and highlights resilience as a critical communal response to increasing their representation in degree programs and academic posts. An Asset-Based Approach to Advancing Latina Students in STEM documents the racialized and gendered experiences of Latinas studying and researching in STEM in US colleges, and centers resilience as a critical mechanism in combating deficit narratives. Adopting an asset-based approach, chapters illustrate how Latinas draw on their cultural background as a source of individual and communal strength, and indicate how this cultural wealth must be nurtured and used to inform leadership and policy to motivate, encourage, and support Latinas on the pathway to graduate degrees and successful STEM careers. By highlighting strategies to increase personal resilience and institutional retention of Latina women, the text offers key insights to bolstering diversity in STEM. This text will primarily appeal to academics, scholars, educators, and researchers in the fields of STEM education. It will also benefit those working in broader areas of higher education and multicultural education, as well as those interested in the advancement of minorities inside and outside of academia. Elsa M. Gonzalez is Assistant Professor of Higher Education at the University of Houston, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Miranda Wilson earned a Ph.D. in Higher Education Leadership and Policy Studies at the University of Houston, USA. |
| asset based approach in education: STEM Literacies in Makerspaces Eli Tucker-Raymond, Brian E. Gravel, 2019-03-04 Providing an original framework for the study of makerspaces in a literacy context, this book bridges the scholarship of literacy studies and STEM and offers a window into the practices that makers learn and interact with. Tucker-Raymond and Gravel define and illustrate five key STEM literacies—identifying, organizing, and integrating information; creating and traversing representations; communicating with others for help and feedback during making; documenting processes; and communicating finished products—and demonstrate how these literacies intersect with making communities. Through careful observation and analysis of multiple case studies, the authors highlight the impact of research and practice to support teaching and making in a variety of environments. Using a nuanced, engaging framework, they examine the necessary skills required to develop and foster makerspaces in formal and informal contexts for all students. Grounded in cutting-edge research, this volume paves the way for future study on supporting making and literacies in STEM. |
| asset based approach in education: From Clients to Citizens Alison Mathie, Gordon Cunningham, 2008 Communities worldwide act on their own initiative, drawing on their own resources of leadership and solidarity, and in spite of poverty, to achieve their own goals. Development practitioners have too often viewed poor communities as helpless and disadvantaged, and have encouraged their dependency. Yet if instead communities are recognized as having social and cultural as well as material assets, and these are what help them to overcome obstacles, then their capacity to negotiate external assistance on their own terms can be strengthened. From the Moroccan villages that secured irrigation infrastructure with the help of returning migrants, to the Egyptian youth leaders who wanted a soccer pitch for their village, and the indigenous women's cooperative in Ecuador that now exports medicinal plants, this book describes case studies of communities that first built on their own assets, before seeking assistance from outside. What are the common factors that help all these communities mobilize? Do outside organizations have a role to play when communities take charge of their own development? From Clients to Citizens is aimed at community workers, researchers and policy makers who want to take a fresh look at community development. |
| asset based approach in education: Student-Driven Differentiation Lisa Westman, 2018-04-19 Full of just-in-time, step-by-step guidance, this book shows you how to incorporate student voice and choice in the process of planning for student-driven differentiation. This unique approach is based on building collaborative student-teacher relationships as a precursor to student growth. Organized into three parts for quick reference, this book Identifies the criteria for positive teacher-student relationships Examines four areas for differentiated learning – content, process, product, environment Describes the process of planning and implementing student-driven differentiation Motivates and supports you in your student-driven differentiation journey Provides unique examples and engaging vignettes throughout, including a fun project inspired by Shark Tank! |
| asset based approach in education: Shaking Up Special Education Savanna Flakes, 2020-11-23 Shaking Up Special Education is an easy-to-use instructional guide to the essential things you need to know about working with students with exceptionalities. Interactive, collaborative, and engaging, this go-to instructional resource is packed with the top instructional moves to maximize learning for all students. Featuring sample activities and instructional resources, chapters cover topics ranging from specially designed instruction, to co-teaching, to technology, to social-emotional learning and self-care. Designed with special educators in mind, this book is also ideal for any general educator looking to increase student achievement and revitalize their practice. Shake up your teaching and learn how to build a more inclusive classroom! |
| asset based approach in education: ASSET, Additional Leader's Guide J. Stephen Hazel, Jean Bragg Schumaker, James A. Sherman, Jan Sheldon, 1995-12-31 Leader's Guide only from ASSET: A Social Skills Program for Adolescents. |
| asset based approach in education: Health Assets in a Global Context Antony Morgan, Erio Ziglio, Maggie Davies, 2010-07-15 As global health inequities continue to widen, policymakers are redoubling their efforts to address them. Yet the effectiveness and quality of these programs vary considerably, sometimes resulting in the reverse of expected outcomes. While local political issues or cultural conflicts may play a part in these situations, an important new book points to a universal factor: the prevailing deficit model of assessing health needs, which puts disadvantaged communities on the defensive while ignoring their potential strengths. The asset model proposed in Health Assets in a Global Context International Health and Development offers a necessary complement to the problem-focused framework by assessing multiple levels of health-promoting aspects in populations, and promoting joint solutions between communities and outside agencies. The book provides not only rationales and methodologies (e.g., measuring resilience and similar elusive qualities) but also concrete examples of asset-based initiatives in use across the world on the individual and community levels. |
Using an Asset-Based Approach to Improve Student Learning
What Is an Asset-Based Approach to Education? Simply put, an asset-based approach aims to build on student strengths, rather than focus on weaknesses. It assumes that all students can …
Teaching from an Asset-Based Mindset - ACUE
Teaching from an asset-based mindset comes down to avoiding assumptions and asking questions. You avoid assumptions by discovering the assets that your students bring to your …
Building on Strengths to Address Challenges: An Asset …
five steps in the asset-based approach: • Asset mapping. This first step is to map the assets within the com-munity and interact with individu - als, citizens’ associations, business leaders, and …
5 Things You Should Read About Asset-Based Teaching
Asset-based teaching seeks to unlock students' potential by focusing on their talents. Also known as strengths-based teaching, this approach contrasts with the more common deficit-based …
Quick Reference Guide: School Level Asset-Based Teaching …
implement an asset-based approach to teaching and learning for all students as well as specific considerations for ELs. The Principles of Strengths-Based Education describes five …
Asset-based Pedagogies for Quality Holistic Learning - inee.org
Educators can design lesson objectives, activities, and assessments with their students’ assets in mind. The following components can support the asset-based approach when designing …
What does Asset-Based Framing Look Like in Practice?
Have you heard the term “asset-based framing” or “asset-based approaches”? Have you wondered how to connect this principle to your work in education? This brief offers a primer on …
An Asset-Based Approach to Teaching Immigrant-Origin Youth
1. What is an asset-based approach in education, and how does it differ from a deficit-based approach, especially when considering immigrant students? An asset-based approach in …
Effectiveness of Asset-Based Teaching Approach in …
Asset-based frameworks focus on the ways that learners succeed and thrive within their unique environments instead of how they “fail” or “struggle” within constrained contexts that overlook …
IMPROVEMENT FROM WITHIN: THE ASSET-BASED …
Building on this advocacy, this article explores the conditions that are conducive to the application of an asset-based approach to improving rural schools. It further explores the factors that may …
Beginning Teachers & Strategies for Asset-Based Pedagogy
Asset-Based Pedagogy Our study examines roughly 2,000 novice teachers’ responses about how they account for students’ cultural, ethnic/racial, and linguistic diversity. We qualitatively …
Teaching from an Asset-Based Perspective: The Key to …
What does it mean to have an asset-based approach or asset lens? An asset-based approach to education values all students for what they bring to the classroom, as opposed to what they …
An Asset-based Mode for Learner-centered Instruction
What do you know about asset-based instruction? How are you using asset-based instruction? What Are Assets? “The enduring resources that individuals, organizations, or communities can …
1 ASSET-BASED APPROACHES TO EDUCATION, …
management (CRCM) skills and practices and explores to what extent asset-based approaches to education, specifically CRCM, have the potential to disrupt negative discipline outcomes at the …
Beginning Teachers & Strategies for Asset-Based Pedagogy
We qualitatively analyze robust open-ended survey responses to explore teachers’ reported strategies for how they integrate asset-based pedagogy (ABP). We identify codes related to …
Preparing students for community-based learning using an …
Below, we define and describe asset-based community development, discuss how we have incorporated pieces of this approach into the classroom, and provide data to support the claim …
Learning-in-Relation: Implementing and Analyzing Assets …
This article discusses the assets-based pedagogical theories used in one higher education classroom while analyzing the ways the co-authors, instructor, and students’ learning process …
Why Asset-Based Approach to Teaching Is More Effective …
In this paper, we provide a simple geometric ex-planation of why the asset-based approach to teaching is more efficient and why it is not easy to implement. Traditional deficit-based …
Toward Asset-based Instruction and Assessment in Artificial ...
In deficit-based frameworks, powerful student strengths, skills, and schemas—their assets—are not explicitly leveraged. In this paper, we outline an asset-based paradigm for AIED research …
Asset-Based Approaches that Help Adults Build a Solid Future
Apr 16, 2024 · Asset-based approaches focus on identifying and leveraging individuals' strengths, skills, and resources • Work experience • Life experience • Cultural diversity • Transferable …
Asset Based Approach Education - api.spsnyc.org
Mississippi USA Miranda Wilson earned a Ph D in Higher Education Leadership and Policy Studies at the University of Houston USA An Asset-Based Approach to Latino Education in the …
Asset Based Approach Education - api.spsnyc.org
potential and challenges for asset based community engagement in higher education This book is a treasure chest of experience and advice from the best theorists and practitioners in the field …
Leveraging Strengths vs. Addressing Weaknesses: The Impact …
of adopting asset-based strategies in ESL education to support diverse learners effectively. Ultimately, this research underscores the importance of shifting from a deficit-oriented model …
Asset Based Approach Education (2024) - api.spsnyc.org
Asset Based Approach Education: An Asset-Based Approach to Advancing Latina Students in STEM Elsa M. Gonzalez,Frank Fernandez,Miranda Wilson,2022-05 This timely volume …
Asset Based Approach Education [PDF] - api.spsnyc.org
Mississippi USA Miranda Wilson earned a Ph D in Higher Education Leadership and Policy Studies at the University of Houston USA An Asset-Based Approach to Latino Education in the …
Culturally Responsive and Asset-Based Strategies for …
Culturally Responsive and Asset-Based Strategies for Family Engagement in Odds-Beating Secondary Schools Aaron Leo, Kristen C. Wilcox, and Hal A. Lawson Abstract Several …
Identifying asset-based trends in sustainable programmes …
between the asse t-based approach and current discours es foc using on t he notion of school s as nodes of support and care. 1 We conclude by suggesting that knowledge of asset-based …
An asset-based approach: an alternative health promotion …
the application of an asset based health promotion approach to a community context. Health assets are defined and relevant background information provided; this is followed by …
Introduction to Asset Based Pedagogies in Education in …
which words define a deficit-based approach Asset-Based which words define an asset-based approach Deficit Based Approach vs. Asset Based Approach After defining these terms, sort …
Asset-Based Vs Deficit-Based Esl Instruction: Effects On …
The prospects that result from the choice of an asset-based or a deficit-based approach are rather far-reaching for educators. Asset-based instruction means that teachers need to adjust
Asset-Based Approaches to Equitable Mathematics …
Asset-Based Approaches to Mathematics Education Research and Practice Asset-based approaches to mathematics education are a conscious way to move away from deficit …
Using Multilingual Approaches to Support English Language …
Using an Asset-Based Approach. A multilingual approach. to Integrated English Literacy and Civics Education (IELCE) design and instruction frames adults’ multiple languages in the …
An Asset-Based Approach to The Author(s) 2021 …
Asset-based approaches are becoming more widely recognized as a tool for challenging the default attitude of understanding a social phenomenon as a problem to be solved, instead …
Asset Based Approach Education - origin-dmpk.waters
I. Understanding the Asset-Based Approach a. Defining the asset-based approach and its core principles b. Contrasting it with the deficit-based model c. Identifying different types of assets …
Tapping into the Asset-based Approach to Improve …
1School of Education, University of KwaZulu-Natal, P Bag X03, Ashwood 3605, South Africa E-mail: myendep@ukzn.ac.za KEYWORDS Assets. Rural Education. ... ABSTRACT This …
Principle One: Asset-Based Behaviors and Expectations
Asset-based behaviors and expectations will support the development of student agency when educators: • provide opportunities for EL students to show mastery ofcompetency. • support …
Your Guide to Using Asset- based Language - Points of Light
Don’t use deficit-based language. Avoid language that is needs-driven and problems-focused. For example, referring to people or communities as “marginalized,” “at-risk,” “in need,” “under …
Arizona’s Language Development Approach - Arizona …
ARIZONA DEPARTMENT OF EDUCATION, 2019 Principle One: Asset-Based Behaviors and Expectations English learner (EL) students bring rich linguistic resources and cultural …
Asset-Based Perspectives in Mathematics Teaching and …
We must explicitly support all those involved with mathematics education to cultivate asset-based perspectives to change this perpetual cycle. Asset-based perspectives start with recognizing …
Asset-Based Mindset - wvfec.org
education of their children and the improvement of. schools.” - Embracing a New Normal: Toward a More Liberatory. Approach to Family Engagement, Mapp, Karen L and Eyal. Bergman. …
AN ASSET-BASED APPROACH SUPPORTING STUDENTS …
Asset-based approach. Students with special. education difficulties. Special education. TEMPS ESTIMÉ REQUIS. ESTIMATED TIME REQUIRED. 30 minutes to ½ day inservice. …
Parent University in alternative schools Asset based …
takes on an asset-based approach, viewing parents as beings with deep funds of knowledge who co-collaborate in program and curriculum design, participants are more invested in learning …
Asset-based community development in diverse cultural …
The asset-based approach to development came about in the 1990s in response to over emphasis ... education, health and so forth, but rather in terms of how existing resources …
An Asset-Based Approach to Multilingual Learner Terminology
Foregrounding the term “multilingual learner” in education policy and practice signals an asset-based approach that helps to ensure students’ experiences are acknowledged, valued, and …
Head, hands and heart: asset-based approaches in health care
that is looking to introduce asset-based working into mainstream health and care sectors. We hope to challenge current practitioners in community development to look at the dimensions …
The Trauma-informed Equity-minded Asset-based Model …
called the TEAM approach (Trauma-informed, Equity-minded, Asset-based Model) based on our experiences as critical media educators within the United States, where racism is woven into …
CAL Commentary
(California Department of Education, 2021). Rather than attempting to ignore this diversity, Asset Based Pedagogy requires viewing student in a new light, recognizing that these characteristics …
Quick Reference Guide: Classroom Level Asset-based …
Massachusetts Students with Limited or Interrupted Formal Education (SLIFE) Definition and Guidance provides insights about asset-based approaches for this EL population (see Guiding …
Nonprofit Approach to Asset-Based Language: The Power …
An Asset-Based Approach, findings were able to illustrate that participants were often able to mobilize and deploy the “social and human capital assets accumulated through different types …
Improving The well-being of learners with visual impairments …
schools: an asset-based approach Mamochana A. Ramatea and Fumane P. Khanare School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South …
Strength-based approach Guide 13 2 12 - Department of …
misconceptions about, the strength-based approach to writing Transition Learning and Development Statements. In doing so, it provides: • further information on the strength-based …
An asset-based perspective on prospective teacher …
bring to teacher education coursework. Such an asset-based perspective positions PTs as ... ways in which researchers might take a more asset-based approach to studying PT learning in …
Asset Based Approach In Education - origin-dmpk.waters
I. Understanding the Asset-Based Approach: The asset-based approach in education is a paradigm shift. Instead of viewing students through the lens of their perceived weaknesses or …
Culturally Responsive Teaching Though a Historical Lens: …
Boykin’s Cultural Asset-Based Instruction The Talent Development Model and the subsequent creation of the Talent Quest Model (TQM) came out of examining effective school reforms in …
Asset ased ommunity Development - Leeds Beckett University
Box 1: Key UK reports on Asset-Based Approaches FOOT, J. & HOPKINS, T. 2010. A glass half full: How an asset approach can improve community health and well-being. London: …
Ensuring Literacy Instruction Meets the Needs of All Learners
an Asset-Based Approach While often well-intentioned, many efforts to make literacy instruction more equitable begin with a needs assessment, or deicit approach—focusing on the perceived …
Collaborative design of Open Educational Practices: An Assets …
2018 Open Education Global Conference Selected Papers. Collaborative design of Open Educational Practices: An Assets based approach. Kate Helen Miller . University of the West …
Asset-Based Assessment In Educational Psychology: …
professionals about asset-based assessment and to compare results with asset-based theory in order to enhance an understanding of asset-based assessment. Through an analysis of …
Learning-in-Relation: Implementing and Analyzing Assets …
and Analyzing Assets Based Pedagogies in a Higher Education Classroom, Equity & Excellence in Education, 53:1-2, 177-195, DOI: 10.1080/10665684.2020.1749188 ... moving “beyond an …
Asset Based Approach Education Full PDF - api.spsnyc.org
Asset-Based Approach to Latino Education in the United States Eugene E. Garcia,Mehmet Ozturk,2017-12-15 Challenging perspectives that often characterize Latinos as at risk this …
Asset Based Approach Education (2024) - Sutton Place …
Asset Based Approach Education: the principles of equity trusts 4th by virgo graham - Feb 07 2023 web graham virgo explains the complex issues of trusts and equity with unparalleled …
Underlying Arizona’s Language Development Approach is the …
education community, and all individuals at every level within the educational system have an active role in ensuring the success and achievement of the over 80,000 multilingual learners …
Toward Asset-based Instruction and Assessment in Artificial ...
3 Toward Asset-based Instruction and Assessment in Artificial Intelligence in Education After decades of intensive effort, there have been large strides in fulfilling the promise of artificial ...
All educators share the responsibility for promoting the …
ARIZONA’S LANGUAGE DEVELOPMENT APPROACH ARIZONA DEPARTMENT OF EDUCATION, 2019 Principle One: Asset-Based Behaviors and Expectations English learner …
An Asset-Based Approach to Multilingual Learner Terminology
Foregrounding the term “multilingual learner” in education policy and practice signals an asset-based approach that helps to ensure students’ experiences are acknowledged, valued, and …
Asset-Based Approaches that Help Adults Build a Solid Future
Apr 16, 2024 · into two categories: asset-based questions or deficit - based questions 2. Brainstorm possible responses to each question 3. Rephrase deficit-based questions to shift …
Module 5 Lesson 2 Asset-based Approach Notes
Take student discipline as an example: student discipline either reflects the asset - based approach or the deficit model. An asset-based approach focuses on building relationships with …
Nevada’s Asset-Based, Research-Based Approach to …
Standards Framework, including an asset-based approach to teaching multilingual learners and a functional approach to language instruction. ... Secondary Education (OESE), by the Region …
Forum Guide to Data Literacy - National Center for Education …
Asset- versus deficit-based thinking. An approach that emphasizes recognizing and leveraging the strengths and positive attributes of people, communities, and students. 3. This approach …
Introduction to Asset Based Pedagogies in Education in …
which words define a deficit-based approach Asset-Based which words define an asset-based approach Deficit Based Approach vs. Asset Based Approach After defining these terms, sort …
