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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.
Table of Contents
|Series Foreword||p. ix|
|Preface to the First Edition||p. xvii|
|Preface to the Second Edition||p. xxvii|
|Challenges and Perspectives||p. 1|
|The Need for and Nature of Story||p. 2|
|A Personal Story and Symbol of a Trend||p. 4|
|Achievement Challenges||p. 7|
|Assertions About Improving Student Achievement||p. 8|
|Pedagogical Potential of Cultural Responsiveness||p. 22|
|From Can't to Can||p. 23|
|Ideological Beginnings||p. 27|
|Descriptive Characteristics||p. 31|
|Culturally Responsive Teaching Personified||p. 39|
|Roles and Responsibilities of Teachers||p. 44|
|The Power of Culturally Responsive Caring||p. 47|
|Overview of Caring Characteristics||p. 49|
|Attributes of Caring in Detail||p. 53|
|Expectation Trends and Effects||p. 59|
|Moving Toward Culturally Responsive Caring||p. 69|
|Culture and Communication in the Classroom||p. 76|
|Relationship Among Culture, Communication, and Education||p. 78|
|Myths About Language Diversity||p. 82|
|Cultural Communication Controversies||p. 86|
|Effects of "English Plus" Instruction on Student Learning||p. 92|
|Variations in Ethnic Discourse Styles||p. 104|
|Gender Variations in Discourse Styles||p. 120|
|Ethnic and Cultural Diversity in Curriculum Content||p. 127|
|Importance of Textbooks as Curriculum Content||p. 129|
|Ethnic and Cultural Diversity in Textbooks||p. 130|
|Standards, Testing, and Diversity||p. 134|
|Ethnic Diversity in Literary and Trade Books||p. 141|
|Mass Media as Cultural Curriculum Content||p. 147|
|Culturally Diverse Curriculum Content Effects||p. 157|
|Improving Culturally Diverse Curriculum Content||p. 169|
|Cultural Congruity in Teaching and Learning||p. 174|
|Learning Styles Baseline||p. 177|
|Funds of Knowledge and Cultural Self-Study||p. 181|
|Cooperative Learning||p. 187|
|Active and Affective Engagement||p. 197|
|Ethnic-Centered Programs and Schools||p. 202|
|A Personal Case of Culturally Responsive Teaching Praxis||p. 215|
|Being Supportive and Facilitative||p. 216|
|Rituals and Routines||p. 218|
|Learning Cooperatively and Successfully||p. 221|
|Choice and Authenticity Are Essential to Learning||p. 222|
|Teaching to Enable and Empower||p. 224|
|Knowledge Plus Practice Is Imperative||p. 226|
|Cultivating Critical Orientations Are Important||p. 231|
|The Personal Is Powerful||p. 232|
|Epilogue: Looking Back and Projecting Forward||p. 236|
|Culturally Centered Incremental Efforts Make a Difference||p. 237|
|Confronting Convention||p. 238|
|Alternative Paradigms for Practice||p. 244|
|Now Is the Time||p. 247|
|Pillars for Progress||p. 248|
|About The Author||p. 290|
|Table of Contents provided by Ingram. All Rights Reserved.|