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Summary
Author Biography
Table of Contents
Foreword | p. ix |
Acknowledgments | p. xii |
Introduction | p. 1 |
Igniting the Pedagogy of Confidence | p. 3 |
The Pedagogy of Confidence: A Cooperative Process | p. 4 |
The Conception and Institutionalization of the Pedagogy of Confidence | p. 5 |
The Organization of the Book | p. 6 |
Initiating the Pedagogy of Confidence | p. 8 |
The Belief | |
The Need to Believe | p. 13 |
The Past | p. 15 |
The Impetus for Setting Weaknesses as the Focus of Instruction for School-Dependent Students | p. 19 |
The Limiting Reality of Assessment Practices | p. 22 |
Gifted Programs: The Culture of Belief and High Expectations | p. 24 |
The Continuing Drama of Disregarded Realities | p. 28 |
Inciting FEAR (False Evidence Appearing Real): Perpetuating the Myth | p. 28 |
2010: The Tumultuous Battle | p. 30 |
Other Disregarded Realities: Obscured Learning Barriers Impacting African American School-Dependent Students | p. 39 |
Inside and Outside of School: Debilitating Conditions That Restrict Learning | p. 39 |
The Impact of Race and Culture on Cognition and Achievement | p. 45 |
Neurobiology and School-Dependent Students | p. 48 |
The Practices | |
Divining Intelligence: The Transformative Theory and Practice of Reuven Feuerstein | p. 55 |
Sociocultural Deprivation: The Illusive Inhibitor of Intellectual Development | p. 57 |
Structural Cognitive Modifiability: The Physiological Aspects of Intellectual Development and Learning | p. 58 |
Mediation: Accelerating Intellectual Development and Learning | p. 59 |
Back to Gifted Land: Extraordinary Learning Growth Requires Extraordinary Teaching | p. 70 |
Feuerstein's Fundamental Principles Applied Through the Pedagogy of Confidence | p. 71 |
Mediation and Engaging Learning | p. 73 |
Symbolic Representations for Planning Mediation | p. 74 |
The High Operational Practices of the Pedagogy of Confidence | p. 86 |
The High Operational Practices | p. 88 |
The Science of High Operational Practices | p. 91 |
The Art of Applying the High Operational Practices | p. 102 |
Identifying Student Strengths with Thinking Maps | p. 103 |
Activating Strengths Through Affirmation | p. 105 |
Animating Strengths and Amplifying Student Voice Through Student-Led Parent Conferences | p. 108 |
Building Relationships Through Modeling | p. 110 |
Eliciting High Intellectual Performance and Providing Enrichment Through Renzulli Learning | p. 111 |
Integrating Prerequisites for Academic Learning Through Professional Development | p. 113 |
Situating Learning in the Lives of Students Through Teacher and Student Co-Learning | p. 115 |
Amplifying Student Voice | p. 117 |
Namaste: The Essence of the Pedagogy of Confidence | p. 124 |
Orchestrating the Bonding Melody | p. 124 |
Weaving High Operational Practices into a Pedagogical Symphony | p. 125 |
Mediating Learning | p. 126 |
Speaking in a Bold Voice | p. 128 |
The Structures | |
Inspiring the Pedagogy of Confidence | p. 135 |
Reculturation and the Architecture of Support | p. 135 |
Inspirational Structures | p. 136 |
Mediative Structures | p. 144 |
Mediating Discipline Literacy and Learning From Written Text: The Pedagogical Flow Map | p. 145 |
Creating a Mediative Learning Community: The Structural Conduit for the Pedagogy of Confidence | p. 156 |
Waiting to Excel: From Belief, Practices, and Structures to the Pedagogy of Confidence | p. 166 |
Contextualizing Transformation to Realize the Pedagogy of Confidence | p. 166 |
Turning the Possibilities into Realities | p. 170 |
References | p. 176 |
Index | p. 183 |
About the Author | p. 194 |
Table of Contents provided by Ingram. All Rights Reserved. |
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