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What is Daily Five Cafe

Chapter 14
Handbook of Research on Classroom Diversity and Inclusive Education Practice
An organizing framework for providing comprehensive literacy instruction.
Published in Chapter:
The Year of Teaching Inclusively: Building an Elementary Classroom for All Students
Amy J. Petersen (University of Northern Iowa, USA), Caroline F. Elser (University of Northern Iowa, USA), Mona Nassir Al Nassir (University of Northern Iowa, USA), Jessica Stakey (Eagle Grove School District, USA), and Karissa Everson (Eagle Grove School District, USA)
Copyright: © 2017 |Pages: 17
DOI: 10.4018/978-1-5225-2520-2.ch014
Abstract
The purpose of this chapter is to explore how inclusive elementary classrooms may be constructed in ways that not only honor the individual differences that all students bring into the classroom, but also embrace those differences in ways that foster a classroom space prefaced on rigorous academic instruction for all, as well as care, empathy, and social connections that enhance learning. This chapter provides a snapshot of one inclusive elementary classroom and describes the beliefs and philosophies that underpin the classroom setting, as well as the characteristics that embody instruction and learning.
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