Titlebook: Self-Concept, Achievement and Multicultural Education; Gajendra K. Verma,Christopher Bagley Book 1982 Gajendra K. Verma and Christopher Ba

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CRATE

Self-Esteem, Self-Concept and the Development of Black Identity: A Theoretical Overviewduals having attributes and qualities of various kinds. We will try and link various theories of development in this field, including theories of Mead, Maslow, Erikson, Lewin and others. We try and relate the difficult ideas of self-esteem, self-concept and identity to one another, in the context of

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Iniquitous

Ethnicity and Cultural Competence: Aspects of Interaction in Multiracial Classroomsthose who simply observe and describe behaviour by means of an internally consistent account, involves coming to grips with some rather basic philosophical and aesthetic differences. Such differences Kuhn (1962) associates with pre-paradigmatic and post-paradigmatic sciencing; in this chapter they r

NEXUS

渐强

A Case of Non-Achievement: West Indians and ESN-M Schoolingeeds’ or ‘learning difficulties’, has generally been regarded as enlightened advancement and an obligation placed upon civilised society to care for its weaker members. In contrast to this view, it can be held that the social categorisation of weaker social groups always serves the specific interest

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Achievement, Behaviour Disorder and Social Circumstances in West Indian Children and Other Ethnic Grf behaviour in the classroom (Little, 1975; Varlaam, 1974; Bagley, 1975b) it is by no means clear what social factors if any underlie this apparently deviant performance. Nor is it clear the extent to which social and behavioural factors connected with the educational performance of young West India

Mercurial

Teaching in the Multiethnic, Multicultural Schoolension in the historic continuation of different ethnic groups in British society. The majority of these immigrants have settled in the major conurbations in London, the Midlands and West Yorkshire where they found availability of both work and housing.

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