User-Friendly Schools for Latinos: A Model for All Immigrants

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Here is a valuable resource for any educator who is interested in reaching Latino students. The authors explore numerous ways to aid staff in viewing immigrants as an educational challenge rather than a problem and creating action programs that reach out to immigrants, who are often hesitant about interacting with teachers. The ideas included here permeate the entire school year and the activities coincide with holidays, which are integrated into the regular course curriculum. This book can be used creatively while planning daily activities. Includes: _ Techniques to assist children prior to their arrival in school _ Ideas to meet the needs of working families and those unfamiliar with the English language _ 100 methods to reduce bias in the school and community Although aimed at Latino communities, the authors address the needs of all ethnic minorities with universal activities that will provide quality experiences for children, parents, and teachers.

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Editorial Reviews

Reference and Research Book News
Ricken and Terc offer educators, school districts, and communities suggestions for learning and implementing a variety of techniques to reach out to Hispanic residents, which would also be helpful to all minority populations, including immigrant, Native American, and African American children.
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Product Details

  • ISBN-13: 9781578863099
  • Publisher: The Rowman & Littlefield Publishing Group Inc
  • Publication date: 11/1/2005
  • Edition description: New Edition
  • Pages: 182
  • Product dimensions: 9.00 (w) x 6.00 (h) x 0.42 (d)

Meet the Author

Robert Ricken, a retired school superintendent, is currently an adjunct professor of education at C.W. Post, Long Island University. Michael Terc is a retired assistant principal. In 1994, he was selected as the New York State Assistant Principal of the Year.

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Table of Contents

1 Responding to the needs of our increasing Hispanic school population 1
2 Proactive efforts of the school and community 11
3 July : establishing the direction of reaching-out activities for the school year 27
4 August : researching demographics and initiating home contacts 41
5 September : motivating staff and involving school-community committees 51
6 October : planning and hosting the first major school-community event 61
7 November : using the positive tone from the first activity to reinvest in future efforts 71
8 December : capturing the holiday spirit to enhance student camaraderie 81
9 January : involving students and staff in planning second-semester events 89
10 February : solidifying school-community support and participation in upcoming activities 99
11 March : promoting understanding and motivation through staff in-service courses 107
12 April : exploring long-range commitments and planning culminating events 115
13 May : acknowledging and justifying school and community participation 123
14 June : year-end activities and suggested summer reading lists 131
15 A model school district program 141
16 Epilogue 147
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