Practicing What We Teach: How Culturally Responsive Literacy Classrooms Make a Difference

Sonst. Personen	Schmidt, Patricia Ruggiano (Hrsg.); Lazar, Althier M. (Hrsg.)
Titel	Practicing What We Teach: How Culturally Responsive Literacy Classrooms Make a Difference
Quelle	(2011), (288 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-5220-7
Schlagwörter	Teacher Effectiveness; Second Language Learning; Teaching Methods; Literacy Education; Culturally Relevant Education; Poverty; Minority Groups; Classroom Techniques; English (Second Language); Black Dialects; Student Evaluation; Self Evaluation (Individuals); Teacher Student Relationship; Parent Teacher Cooperation; Language Skills; Educational Quality; Cultural Pluralism; Standards; Accountability; Beginning Teachers; Immigrants; Nontraditional Education; Family Literacy; Vocabulary Development + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Ethnische Minderheit; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Language skill; Sprachkompetenz; Quality of education; Bildungsqualität; Kulturpluralismus; Standard; Verantwortung; Junior teacher; Junglehrer; Immigrant; Immigrantin; Immigranten; Non-traditional education; Alternative Erziehung; Wortschatzarbeit
Abstract	This readable book features K-12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high poverty, culturally nondominant communities. These extraordinary teachers show us what culturally responsive literacy teaching looks like in their classrooms and how it advances children's academic achievement. This collection captures different dimensions of culturally responsive (CR) practice, such as linking home and school, using culturally responsive literature, establishing relationships with children and parents, using cultural connections, and teaching English language learners and children who speak African American language. This engaging collection: (1) Provides a window into what teachers actually do and think when they serve culturally diverse children, including classroom-tested teaching practices; (2) Depicts teachers enacting CR teaching in the presence of scripted curricula and rigid testing schedules; (3) Covers childhood, secondary, and higher education classrooms; (4) Helps readers imagine how they can transform their own classrooms through "Make it in Your Classroom" sections at the end of each chapter; and (5) Includes a "Becoming a Culturally Responsive Teacher" self-evaluation form. Following a foreword by Patricia Edwards, and a preface by Lee Gunderson, the table of contents presents the following parts: (1) The Need for Culturally Responsive Literacy Teachers; (2) Centering Students in the Curriculum; (3) Building Relationships with Students and Caregivers; (4) Building on Students' Linguistic Strengths; and (5) Becoming Culturally Responsive to Literacy Teachers. "Reflective Practice and Evaluation" is appended. (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10