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Volumn 29, Issue 4, 1995, Pages 443-470

Funds of knowledge for teaching in latino households

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Indexed keywords


EID: 84965751381     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085995029004005     Document Type: Article
Times cited : (219)

References (21)
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    • González, N., & Amanti, C. (1992, November). Teaching ethnographic methods to teachers: Successes and pitfalls. Paper presented at the Annual Meeting of the American Anthropological Association, San Francisco, CA.
    • (1992)
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  • 9
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    • Funds of knowledge: Historical constitution, social distribution, and transmission
    • Paper presented at the Annual Meeting of the Society for Applied Anthropology, Santa Fe, NM
    • Greenberg, J. B. (1989, April). Funds of knowledge: Historical constitution, social distribution, and transmission. Paper presented at the Annual Meeting of the Society for Applied Anthropology, Santa Fe, NM.
    • (1989)
    • Greenberg, J.B.1
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    • Learning from teacher research: A working typology
    • Lytle, S., & Cochran-Smith, M. (1990). Learning from teacher research: A working typology. Teachers College Record, 92(1), 83-103.
    • (1990) Teachers College Record , vol.92 , Issue.1 , pp. 83-103
    • Lytle, S.1    Cochran-Smith, M.2
  • 12
    • 84972990168 scopus 로고
    • Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms
    • Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
    • (1992) Theory into Practice , vol.31 , Issue.2 , pp. 132-141
    • Moll, L.C.1    Amanti, C.2    Neff, D.3    González, N.4
  • 13
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    • Creating zones of possibilities: Combining social contexts for instruction.
    • Cambridge: Cambridge University Press.
    • Moll, L. C., & Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education (pp. 319-348). Cambridge: Cambridge University Press.
    • (1990) Vygotsky and education , pp. 319-348
    • Moll, L.C.1    Greenberg, J.2    Moll, L.C.3
  • 15
    • 0039318880 scopus 로고
    • Can ethnographic narrative be a neighborly act?
    • Savage, M. (1988). Can ethnographic narrative be a neighborly act? Anthropology and Education Quarterly, 19, 3-19.
    • (1988) Anthropology and Education Quarterly , vol.19 , pp. 3-19
    • Savage, M.1
  • 16
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    • The journal: Teaching reflexive methodology on an introductory level
    • Segal, E. (1990). The journal: Teaching reflexive methodology on an introductory level. Anthropology and Education Quarterly, 21, 121-127.
    • (1990) Anthropology and Education Quarterly , vol.21 , pp. 121-127
    • Segal, E.1
  • 17
    • 84979329103 scopus 로고
    • The inductive case study approach to teaching anthropology
    • Spindler, G., & Spindler, L. (1990). The inductive case study approach to teaching anthropology. Anthropology and Education Quarterly, 21, 106-112.
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    • Networks of exchange among Mexicans in the U.S. and Mexico: Local level mediating responses to national and international transformations
    • Vélez-Ibáñez, C. G. (1988). Networks of exchange among Mexicans in the U.S. and Mexico: Local level mediating responses to national and international transformations. Urban Anthropology, 17(1), 27-51.
    • (1988) Urban Anthropology , vol.17 , Issue.1 , pp. 27-51
    • Vélez-Ibáñez, C.G.1
  • 19
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    • Formation and transformation of funds of knowledge among U.S. Mexican households
    • Vélez-Ibáñez, C., & Greenberg, J. (1992). Formation and transformation of funds of knowledge among U.S. Mexican households. Anthropology and Education Quarterly, 23, 313-335.
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    • Vélez-Ibáñez, C.1    Greenberg, J.2
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.