Culturally Responsive Teaching : Theory, Research, and Practice

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 5/1/2010
  • Publisher: Teachers College Pr

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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; a new section on standards and diversity; new examples of culturally diverse curriculum content; more examples of programs and techniques that exemplify culturally responsive teaching; an emphasis on positive, action-driven possibilities in student–teacher relationships; and new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction.

More than ever, Geneva Gay’s foundational book on culturally responsive teaching is essential reading in addressing the needs of today diverse student population.

Author Biography

Geneva Gay is Professor of Education and Associate of the Center for Multicultural Education at the University of Washington-Seattle.

Table of Contents

Series Forewordp. ix
Acknowledgmentsp. xv
Preface to the First Editionp. xvii
Preface to the Second Editionp. xxvii
Challenges and Perspectivesp. 1
Introductionp. 1
The Need for and Nature of Storyp. 2
A Personal Story and Symbol of a Trendp. 4
Achievement Challengesp. 7
Assertions About Improving Student Achievementp. 8
Conclusionp. 21
Pedagogical Potential of Cultural Responsivenessp. 22
Introductionp. 23
From Can't to Canp. 23
Ideological Beginningsp. 27
Descriptive Characteristicsp. 31
Culturally Responsive Teaching Personifiedp. 39
Roles and Responsibilities of Teachersp. 44
Conclusionp. 45
The Power of Culturally Responsive Caringp. 47
Introductionp. 47
Overview of Caring Characteristicsp. 49
Attributes of Caring in Detailp. 53
Expectation Trends and Effectsp. 59
Moving Toward Culturally Responsive Caringp. 69
Conclusionp. 75
Culture and Communication in the Classroomp. 76
Introductionp. 76
Relationship Among Culture, Communication, and Educationp. 78
Myths About Language Diversityp. 82
Cultural Communication Controversiesp. 86
Effects of "English Plus" Instruction on Student Learningp. 92
Variations in Ethnic Discourse Stylesp. 104
Gender Variations in Discourse Stylesp. 120
Conclusionp. 125
Ethnic and Cultural Diversity in Curriculum Contentp. 127
Introductionp. 128
Importance of Textbooks as Curriculum Contentp. 129
Ethnic and Cultural Diversity in Textbooksp. 130
Standards, Testing, and Diversityp. 134
Ethnic Diversity in Literary and Trade Booksp. 141
Mass Media as Cultural Curriculum Contentp. 147
Culturally Diverse Curriculum Content Effectsp. 157
Improving Culturally Diverse Curriculum Contentp. 169
Conclusionp. 171
Cultural Congruity in Teaching and Learningp. 174
Introductionp. 175
Learning Styles Baselinep. 177
Funds of Knowledge and Cultural Self-Studyp. 181
Cooperative Learningp. 187
Active and Affective Engagementp. 197
Ethnic-Centered Programs and Schoolsp. 202
Conclusionp. 213
A Personal Case of Culturally Responsive Teaching Praxisp. 215
Introductionp. 215
Being Supportive and Facilitativep. 216
Rituals and Routinesp. 218
Learning Cooperatively and Successfullyp. 221
Choice and Authenticity Are Essential to Learningp. 222
Teaching to Enable and Empowerp. 224
Knowledge Plus Practice Is Imperativep. 226
Cultivating Critical Orientations Are Importantp. 231
The Personal Is Powerfulp. 232
Conclusionp. 234
Epilogue: Looking Back and Projecting Forwardp. 236
Introductionp. 237
Culturally Centered Incremental Efforts Make a Differencep. 237
Confronting Conventionp. 238
Alternative Paradigms for Practicep. 244
Now Is the Timep. 247
Pillars for Progressp. 248
Conclusionp. 250
Referencesp. 252
Indexp. 280
About The Authorp. 290
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Fantastic August 2, 2011
I have used this textbook in practice, research and teaching graduate level courses. Gay, proposes a state of mind and a way of looking at students as capable and competent. The textbook came in on time. It was in a great condition. Would love to purchase more in the future from this seller.
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