Making Reading Relevant: Black History Improves Literacy Skills.
In: Educational Leadership, Jg. 81 (2023-12-01), Heft 4, S. 11-11
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Zugriff:
The article focuses on the 1619 Freedom School, an after-school program in Waterloo, Iowa, designed to enhance literacy skills among Black and low-income students by incorporating local and national Black history into the curriculum. Topics include the program's approach to teaching Black history; the positive impact on students' reading proficiency; and the potential for making the curriculum available to other communities to address racial inequities in education.
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Making Reading Relevant: Black History Improves Literacy Skills.
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Autor/in / Beteiligte Person: | Stoltzfus, Kate |
Zeitschrift: | Educational Leadership, Jg. 81 (2023-12-01), Heft 4, S. 11-11 |
Veröffentlichung: | 2023 |
Medientyp: | serialPeriodical |
ISSN: | 0013-1784 (print) |
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