Funds of knowledge: Theorizing practices in households, communities, and classrooms
Funds of knowledge: Theorizing practices in households, communities, and classrooms
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知识基金：理论化家庭、社区和教室的实践
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Cathy Amanti
中科院分区：
文献类型：
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作者：
Norma E. González;Luis C. Moll;Cathy Amanti
目录：序言。N.冈萨雷斯湖莫尔角阿曼提，介绍。第一部分：理论基础。N.冈萨雷斯，超越文化：知识基金的杂交。C. Velez-Ibanez，J. Greenberg，《知识基金的形成和转变》。L.莫尔角Amanti，D. Neff，N.冈萨雷斯，教学知识基金：使用定性方法连接家庭和教室。N.冈萨雷斯湖M.F.莫尔Tenery，A.里维拉，P. Amanti，拉丁裔家庭教学知识基金。第二部分：教师作为研究者。M.F.特内里，拉维斯塔。C. Amanti，Beyond a Beads and Feathers Approach。M.汉斯莱，赋予多元文化背景的父母权力。P. Sandoval-Taylor，《心在何处，家在何处》（Home Is Where the Heart Is：A Funds of Knowledge-Based Curriculum Module）。A. Browning-Aiken，《跨界：移民家庭中的知识基金》。J.梅辛，学校教育的社会重建：教师评价他们从参与知识基金项目中学到了什么。第三部分：易位：新语境，新方向。M.布伦登，知识和团队民族志基金：互惠的方法。P. Buck，P.S.西尔维斯特，职前教师进入城市社区：教师教育中的知识研究和批判性教学法的耦合基金。C.《纽约市和长岛家庭研究的反思：不同的路线，共同的目的地》。N.冈萨雷斯河，巴西-地Andrade，M.齐文湖摩尔，分布式知识基金。第四部分：结语。L.莫尔，反思与可能性。
Contents: Preface. N. Gonzalez, L. Moll, C. Amanti, Introduction. Part I: Theoretical Underpinnings. N. Gonzalez, Beyond Culture: The Hybridity of Funds of Knowledge. C. Velez-Ibanez, J. Greenberg, Formation and Transformation of Funds of Knowledge. L. Moll, C. Amanti, D. Neff, N. Gonzalez, Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. N. Gonzalez, L. Moll, M.F. Tenery, A. Rivera, P. Rendon, C. Amanti, Funds of Knowledge for Teaching in Latino Households. Part II: Teachers as Researchers. M.F. Tenery, La Visita. C. Amanti, Beyond a Beads and Feathers Approach. M. Hensley, Empowering Parents of Multicultural Backgrounds. P. Sandoval-Taylor, Home Is Where the Heart Is: A Funds of Knowledge-Based Curriculum Module. A. Browning-Aiken, Border-Crossings: Funds of Knowledge Within an Immigrant Household. J. Messing, Social Reconstructions of Schooling: Teacher Evaluations of What They Learned From Participation in the Funds of Knowledge Project. Part III: Translocations: New Contexts, New Directions. M. Brenden, Funds of Knowledge and Team Ethnography: Reciprocal Approaches. P. Buck, P.S. Sylvester, Pre-Service Teachers Enter Urban Communities: Coupling Funds of Knowledge Research and Critical Pedagogy in Teacher Education. C. Mercado, Reflections on the Study of Households in New York City and Long Island: A Different Route, a Common Destination. N. Gonzalez, R. Andrade, M. Civil, L. Moll, Funds of Distributed Knowledge. Part IV: Concluding Commentary. L. Moll, Reflections and Possibilities.