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Pedagogical Beliefs And Practices Of Culturally Responsive Teachers Of African American Students
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Book Synopsis Pedagogical Beliefs and Practices of Culturally Responsive Teachers of African American Students by : Mikyra R. Toney
Download or read book Pedagogical Beliefs and Practices of Culturally Responsive Teachers of African American Students written by Mikyra R. Toney and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand how culturally relevant pedagogy promotes academic success among low-income African American children. The characteristics and instructional practices of four elementary school teachers, defined as culturally responsive by their school administrators, were examined. The study explored how personal backgrounds and experiences influenced teachers' beliefs about instructional practices for African Americans. The theoretical framework for this study, the constructivist theory, enhanced my understanding of how teachers viewed the inclusion of students' culture to influence school success. The study was based on a qualitative research design of: individual interviews, classroom observations and a focus group. The research revealed that teachers' experiences, instructional practices and strategies were vital to culturally responsive teaching and student achievement.
Book Synopsis Culturally Responsive Teaching by : Geneva Gay
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Book Synopsis Culturally Relevant Pedagogy by : Gloria Ladson-Billings
Download or read book Culturally Relevant Pedagogy written by Gloria Ladson-Billings and published by Teachers College Press. This book was released on 2021 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’ groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with ‘those’ kids?”, Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’ published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. Featured Essays: Toward a Theory of Culturally Relevant PedagogyBut That’s Just Good Teaching: The Case for Culturally Relevant PedagogyLiberatory Consequences of LiteracyIt Doesn’t Add Up: African American Students and Mathematics AchievementCrafting a Culturally Relevant Social Studies ApproachFighting for Our Lives: Preparing Teachers to Teach African American StudentsWhat’s the Matter With the Team? Diversity in Teacher EducationIt’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem With Teacher EducationCulturally Relevant Teaching 2.0, a.k.a. the Remix Beyond Beats, Rhymes, and Beyoncé: Hip-Hop Education and Culturally Relevant Pedagogy
Book Synopsis Culturally Responsive Pedagogy by : Dennisha Murff
Download or read book Culturally Responsive Pedagogy written by Dennisha Murff and published by IAP. This book was released on 2020-01-01 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers’ perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers’ perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol™ (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today’s classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.
Book Synopsis Literacy Teacher Beliefs and Practices about Culturally Relevant Pedagogy by : Aqua-Raven Murray
Download or read book Literacy Teacher Beliefs and Practices about Culturally Relevant Pedagogy written by Aqua-Raven Murray and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research was based on culturally relevant pedagogy, a teaching method that promotes academic and cultural achievement in environments where student dissatisfaction and antagonism are prevalent. Educational accomplishment, cultural competence, and social consciousness were the foundations of this philosophy (Ladson-Billings, 1994, 1995, 2009, 2014). Critical race theory was also used to inform the research (CRT). This idea enabled me to examine learning and culture from a social, racial, and historical perspective. CRT recognizes the influence of culture and history on people's perceptions. This mixed-methods study aimed to learn about and understand the opinions of African American ELA middle school teachers concerning culturally responsive pedagogy. This study also wanted to know how these African American middle school ELA instructors use culturally appropriate pedagogy to implement literacy activities in their classrooms. The study looked at how African American teachers' ideas have been affected by their personal and professional experiences and influenced their teaching approach. The hope and intention of this study is that the insights provided by these African American ELA middle school educators will enable greater understanding and realization of the need to use culturally relevant practices in urban middle school ELA classrooms to enhance the school experiences of African American children, because the concept of culturally relevant pedagogy is on the rise in society and in many minority school districts. The use of a case study as a research technique was judged appropriate because the goal of this study was to analyze and comprehend instructors' attitudes about culturally relevant teaching. This design allowed me to use a survey, in-depth semi-structured focus group interviews, teacher observations, and instructional artifacts to provide a thick, rich description of African American middle school teachers' beliefs about CRP and to gain insights (Glesne, 2006) into how they implement literacy practices in their ELA classrooms based on those beliefs. Five teachers were chosen in this case, and each, along with their ELA classrooms, formed a bounded system or case. The data was triangulated, and five key themes emerged about teachers' ideas about CRP and how they execute literacy strategies based on those beliefs. They emphasized the need of 1) drawing on personal experiences to influence education, 2) having high academic standards for students, 3) utilizing relevant curricular resources, 4) recognizing and comprehending student culture, background, and surroundings, and 5) teacher reflection. This study adds to the corpus of knowledge about teacher views, CRP, CRT, and urban education. There is a need for more research into teacher beliefs and how they influence literacy classroom activities. Exploring how teachers of all races and disciplines can become culturally relevant educators by using culturally relevant pedagogical practices and strategies in their literacy classrooms is critical for urban students and all students globally, because African American teachers play such an important role in the types of educational opportunities their African American middle school students receive in the classroom.
Book Synopsis In Search of Wholeness by : J. Irvine
Download or read book In Search of Wholeness written by J. Irvine and published by Springer. This book was released on 2002-05-03 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Search of Wholeness: African American Teachers and their Culturally Specific Classroom Practices is a theoretical and practice-oriented treatment of how culture and race influence African American teachers. This collection of essays, edited by Jacqueline Jordan Irvine, assumes that teachers cannot become fully functional persons and competent professionals if their cultural selves remain denied, hidden, and unexplored. Part one reviews the literature related to teachers' race and culture. Part two includes research studies about teachers confronting issues of culture and race in their personal and professional lives. The final chapter focuses on the responses of three of the teachers whose stories are portrayed in the book. In addition to the compelling case studies, other topics explored include: multicultural professional development for African American teachers, African American teachers' perceptions of their professional roles and practices, a comparison of effective black and white teachers of African American students, the development of teacher efficacy of an African American middle school teacher, the professional development journey of an effective African American elementary school teacher, seizing hope through culturally responsive praxis, collective stories on culturally specific pedagogy. In Search of Wholeness is an indispensable and groundbreaking collection that administrators, students, and educators of all ages will not want to be without.
Book Synopsis Culturally Responsive Pedagogy by : Sheryl V. Taylor
Download or read book Culturally Responsive Pedagogy written by Sheryl V. Taylor and published by BRILL. This book was released on 2011 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Views culturally responsive teaching as a contextual and situational process for both teachers and students--the students--including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences.
Author :Management Association, Information Resources Publisher :IGI Global ISBN 13 :1799890279 Total Pages :1061 pages Book Rating :4.7/5 (998 download)
Book Synopsis Research Anthology on Culturally Responsive Teaching and Learning by : Management Association, Information Resources
Download or read book Research Anthology on Culturally Responsive Teaching and Learning written by Management Association, Information Resources and published by IGI Global. This book was released on 2021-05-28 with total page 1061 pages. Available in PDF, EPUB and Kindle. Book excerpt: As education continues to take great strides to become more inclusive and understanding of diverse students and cultures, teaching practices and methods for learning are an essential part of the puzzle and must be addressed to create culturally responsive educational experiences. Teachers must make meaningful connections between a student’s culture, language, life experiences, and background to what the student is learning in the classroom. By integrating culture into the classroom, student achievement can be fostered, and students can excel. Underserved populations may face discrimination when it comes to culture, language, or race, and their needs can often be neglected. By implementing culturally responsive teaching, students can feel valued, motivated, understood, and included in their education. The Research Anthology on Culturally Responsive Teaching and Learning displays the best practices and lessons learned for culturally responsive teaching and learning across different types of institutions, classroom subjects, and with different types of students from diverse cultural backgrounds. The chapters focus on culturally responsive practices and how these methods for teaching can impact student success, empowerment, and cultural competence. This book is essential in understanding cultural diversity and inequity in education as well as the ways to address it. This book is ideal for faculty, teachers, counselors, administrators, principals, curriculum developers, instructional designers, professionals, researchers, and students seeking to improve their understanding of culturally responsive teaching and learning.
Book Synopsis Educating Culturally Responsive Teachers by : Ana Maria Villegas
Download or read book Educating Culturally Responsive Teachers written by Ana Maria Villegas and published by State University of New York Press. This book was released on 2001-12-13 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a conceptual framework and practical strategies for teacher preparation in schools with increasingly diverse racial and ethnic student populations, this book presents a coherent approach to educating culturally responsive teachers. The authors focus on the importance of recruiting and preparing a diverse teaching force, as they propose a vision for restructuring the teacher education curriculum, reconceiving the pedagogy used to prepare prospective teachers, and transforming the institutional context in order to support the curricular and pedagogical changes they recommend.
Book Synopsis Pathways To Success in School by : Etta R. Hollins
Download or read book Pathways To Success in School written by Etta R. Hollins and published by Routledge. This book was released on 1999-03-01 with total page 355 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text is designed to help preservice and in-service teachers identify pathways to productive teaching and learning for students from culturally and experientially diverse backgrounds. To better serve an increasingly diverse population, teachers need to be competent in selecting and developing culturally responsive curricula and instructional approaches that better facilitate learning for all students. They must be able to attend to diversity within and across cultural groups, and validate students' cultural knowledge acquired outside the classroom. To provide equitable access to learning, they must be able to strategically select or develop instructional approaches that build upon their students' learning propensities, cognitive schemata, experiential backgrounds, and perceptions. The chapter authors in this text present ways of understanding ones' own thinking (metacognition), and ways of thinking about teaching and learning situations and constructing productive strategies. The reader is engaged in: *Learning about the context in which he or she will practice, *Understanding key aspects of student's cultural and experiential background and learning preferences, *Exploring ways to bring these factors together in framing and selecting meaningful curriculum content and learning experiences. The volume is organized into three interrelated sections: Part I presents two approaches to becoming a competent practitioner; Part II offers approaches to developing and using culturally relevant pedagogy; Part III addresses curriculum content and design. Helpful pedagogical features are included to facilitate its use as a textbook: Each of the three main parts begins with an overview that provides an introduction and summary of the main ideas addressed and the relationship among ideas presented by different authors; each chapter opens with focus questions and concludes with suggested learning experiences; chapter-end references may be used to expand the reader's knowledge in specific areas.
Book Synopsis Culturally Responsive Teaching by : Geneva Gay
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2018-02-23 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. Gay has made many important revisions to keep her foundational, award-winning text relevant for today’s diverse student population, including: new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses. A Choice Magazine recommended title. “Inspiring! A book every teacher should read. As one of the founders of the field of multicultural education, Gay has updated her exceptional resource for teachers.” —Valerie Ooka Pang, San Diego State University “Gay clearly explains how culturally responsive teaching can be used to dramatically influence the academic achievement of students of color and other marginalized students.” —Carl A. Grant, University of Wisconsin at Madison (of previous edition) “A comprehensive account of the important role that culture plays in the teaching and learning process.” —Urban Education (of previous edition)
Book Synopsis Culturally Responsive Teaching and Learning in Higher Education by : Tripp, Lucretia Octavia
Download or read book Culturally Responsive Teaching and Learning in Higher Education written by Tripp, Lucretia Octavia and published by IGI Global. This book was released on 2019-09-20 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: As diversity continues to increase in classrooms, teachers need to be culturally aware and sensitive in order to ensure student success. It is important to understand what best practices are available to support this ever-increasing awareness of learning to respect those who are different and to understand how this is key to orchestrating a series of social interactions and social contexts. Culturally Responsive Teaching and Learning in Higher Education is an essential scholarly reference source that provides comprehensive research on culturally responsive teaching and the impact of culture on teaching and contextualizes issues related to cultural diversity and inequity in education. Featuring a broad range of topics such as gender bias, STEM, and social media, the goal of the book is to build transformative educators and administrators equipped to prepare 21st century global citizens. It is ideal for faculty, teachers, administrators, principals, curriculum developers, course designers, professionals, researchers, and students seeking to improve teaching methodologies and faculty development.
Book Synopsis Uncovering what Effective Teaching Means for African American Students by : Stephan Sanders
Download or read book Uncovering what Effective Teaching Means for African American Students written by Stephan Sanders and published by . This book was released on 2016 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: A macro-level solution to closing the Achievement Gap for African American students has evaded district administrators and state officials for decades. There have been new curriculums introduced, new educational settings such as charter schools developed, and a surplus of money injected into existing ineffective programs. The aforementioned endeavors have only produced short-term minimal gains for African American students and currently academic gains remain stagnant as the Achievement Gap has plateaued. Moreover, there has not been a large-scale initiative to equip teachers, the variables with the most influence on student gains, with more culturally relevant pedagogical skills with which to make African American students more successful. In addition, there has been a void in a teacher observation protocol tool from which teachers will have the impetus to enact strategies in the classroom that are the most efficacious for African American students. With Critical Race Theory and its tenets as the foundation in the rationalization for reforms in policy, teacher preparation programs, teaching practices, and teacher evaluation, this study introduces the Equitable Learning Environment (ELE) Theory and its progeny the ELE Rubric as a tool to inject Culturally Responsive Pedagogy (CRP) on a macro-level. This is a phenomenological study in which the researcher sought to uncover the shared essence that effective teachers of African American students encompassed. The findings serve to encapsulate the "essence" as a paradigm to which educational leaders can write policy and professional development curriculum around this contemporary shift in ideology, beliefs, and practice. The researcher created a rubric containing elements of both common Eurocentric pedagogy and CRP centered by the domains of 1) Emotional Support, 2) Classroom Continuity, and 3) Instructional Support, a five-week direct observation of five teachers in their own classrooms, followed by an interview with each, aided the researcher in defining the essence uncovered as a paradigm. The findings served to revise and perfect the ELE Rubric into a working tool that any elementary teacher could be trained to use, be evaluated on, and effectively serve all student populations in their classroom The following questions were answered in this study: (a) what measurable indicators of effective teaching and culturally responsive pedagogy do successful teachers of African American students in Grades K-5 employ in the classroom to make them academically successful? And (b) what do teachers believe a proposed teaching rubric used to asses both effective teaching and culturally responsive teaching techniques should encompass? The findings indicate that although Culturally Responsive Pedagogy covers a wide range of strategies, beliefs, and ideologies, there are seven measurable indicators effective teachers of African American students employ in the classroom. The findings also suggest the aforementioned significant seven measurable elements should be included on any teaching rubric or observation protocol if it is to be equitable for African American students. Although the study included a small number of participants, the methodology of completing multiple observations over several weeks, an interview with each participant, and the triangulation of the results within the review of literature give the findings a credibility anchored in quality of research. Upon completion of triangulation the seven major, measurable indicators found to be significant were (a) Creating connections to personal or cultural experiences; (b) Rigor, regardless of current academic levels; (c) Using literature in the classroom so students see themselves in the characters or their experiences played out in the literature; (d) Teachers must have a steadfast belief that African American students can achieve on grade level and beyond academically; (e) Teachers must master the skill of being a "warm demander," being seen as someone students can trust but also firm in his or her expectations of students; (f) Teachers must create a connection with students' families and learn important information about the communities in which they serve; and (g) Teachers must be intentional in creating relational trust with students before students will allow themselves to take risks and affirm the direct instruction of the teacher.
Book Synopsis The Impact of Classroom Practices by : Antonio L. Ellis
Download or read book The Impact of Classroom Practices written by Antonio L. Ellis and published by IAP. This book was released on 2021-02-01 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Debates regarding the qualities, skills, and dispositions of culturally relevant teachers and teaching have raged in teacher education for several decades. Ladson-Billings’ (2009) The Dreamkeepers: Successful Teachers of African American Children was a groundbreaking work that has become a foundational study that informs the work of culturally-relevant (Ladson-Billings, 2009) and culturally-sustaining (Paris & Alim, 2017) teaching. In her book The Dreamkeepers she describes effective teachers who are able to draw from the cultural wealth, knowledges, and heritage of Black communities. The Dreamkeepers ensured that their Black students were academically successful, retained, and grew both in terms of their cultural competence and their sociopolitical awareness. In other words, according to research by Ladson-Billings (2009), effective teachers possessed both pedagogical and relational dispositions, which leave lifelong impacts on the academic and social lives of the students they teach. While being a foundational text, what remains missing from the research on culturally-relevant and even culturally-sustaining teachers are “narratives” (read: stories, testimonios, etc.) related to how the race of particular E–12 teachers positively impact the lives of their students. For instance, Dr. Antonio Ellis (the first editor of the proposed book) describes his high school music teacher Mr. Linard McCloud) as “a highly effective African American music educator who changed the course of his life” (p. 170). Ellis (2016) describes McCloud as being loving, caring, creative, culturally sensitive, attuned, hopeful, flexible, organized, and thoughtful. Because Mr. McCloud possessed the aforementioned characteristics and dispositions, Ellis contends that he was motivated to achieve academically and socially in his urban high school. In addition, according to Ellis (2016), Mr. McCloud was a highly impactful educator because he went beyond the call of duty as a teacher—a practice that is not so common in schools, particularly urban ones. Not only did McCloud teach in the classroom setting, but he also built strong relationships with families, community members, and external stakeholders including local businesses, colleges, and universities. Mr. McCloud used these networks to leverage opportunities for his students academically, personally, and professionally. Like many of his high school classmates, Ellis (2016) contends that he would not have graduated from high school if it were not for the care and mentorship he received from Mr. McCloud. In this proposed edited volume, it is the editors’ goal to honor teachers like Mr. McCloud who have made a difference in the lives of their students by learning from their impactful practices. Employing a “critical storytelling” methodology (see Hartlep & Hensley, 2015; Hartlep, Hensley, Braniger, & Jennings, 2017), each chapter contributor will use his or her own narrative to show the power of influential teachers in classrooms. While this framework centers race, lived and learned experiences, the storyteller is the most important unit of narrative; hence, The Impact of Classroom Practices: Reflections on Culturally Relevant Teachers will include African-American storytellers who reflect on the impact of classroom practices of teachers from diverse backgrounds who they deemed culturally relevant and responsive to both their academic and social needs. This work will offer recommendations to pre-service teachers and in-service teachers who desire to leave a lasting impact on the students they teach.
Book Synopsis Evidence-Based Approaches to Becoming a Culturally Responsive Educator: Emerging Research and Opportunities by : Broughton, Anthony
Download or read book Evidence-Based Approaches to Becoming a Culturally Responsive Educator: Emerging Research and Opportunities written by Broughton, Anthony and published by IGI Global. This book was released on 2019-05-31 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally relevant approaches to teaching, such as using music that is culturally relevant to the children in a classroom, has fostered positive social and academic outcomes. By connecting a students home culture to their classroom culture, meaningful relationships can form. However, many teachers do not have adequate support to guide them as they aspire to reach their diverse students. Evidence-Based Approaches to Becoming a Culturally Responsive Teacher: Emerging Research and Opportunities is a critical scholarly resource that delves into the conceptualizations and belief systems that drive culturally relevant teachers to teach and learn in ways that produce favorable outcomes for all children. Additionally, it prompts and promotes scholarship that allows teachers to become critically reflective and conscious of their teacher identity, beliefs of children, educational beliefs, teaching/learning approaches, and personal/professional development. Highlighting topics such as learning outcomes, pedagogy, and teacher preparation, this book is ideal for academicians, researchers, educators, administrators, and education students.
Book Synopsis Who's In My Classroom? by : Gess LeBlanc
Download or read book Who's In My Classroom? written by Gess LeBlanc and published by John Wiley & Sons. This book was released on 2021-08-31 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: Capitalize on the latest educational research and youth voices to inform your teaching and become more culturally and developmentally aware In Who's In My Classroom?, accomplished educator and author delivers an inspirational and practical combination of true stories from teens in Youth Communication's award-winning writing program and the most current educational research. The book links theories of adolescent development and identity formation to best practices in real-world classrooms where teachers strive to form supportive relationships with students. In this book, you'll find: Narrative and explanations of the most cutting-edge research in educational and developmental psychology and cultural competence Excerpts from stories by students specifically written and edited with social and emotional learning competencies in mind Practical and concrete strategies for administrators and teachers to implement for sustainable improvement in learning outcomes for their students, including the use of Youth Communication’s stories Perfect for K-12 educators, counselors, and administrators, Who's In My Classroom? is also an indispensable resource for higher education professionals and pre-service teachers seeking a practical guide to help them become more developmentally and culturally responsive in their work.
Book Synopsis Culturally Relevant Teaching by : Megan Adams
Download or read book Culturally Relevant Teaching written by Megan Adams and published by Rowman & Littlefield. This book was released on 2017-05-08 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume includes chapters covering multiple areas of literacy education: inclusive education, early childhood education, elementary education, middle grades education, and emergent literacy across groups. The purpose of this edited volume is to provide educators and graduate students/scholars in the field of education with the knowledge, skills, and dispositions to facilitate student success.
