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What version or edition is this?
This is the edition with a publication date of 3/25/2011.
What is included with this book?
Extraordinary K-12 teachers show us what culturally responsive literacy teaching looks like in their classrooms and how it advances children's academic achievement. This collection covers home-school partnering, using culturally responsive literature, using cultural connections, and teaching English language learners. Includes a "Becoming a Culturally Responsive Teacher" self-evaluation form.
Patricia Ruggiano Schmidt is a professor of literacy education at Le Moyne College in Syracuse, New York, and recipient of the International Reading Association's Elva Knight Research Award. She consults internationally on culturally responsive literacy teaching. Althier M. Lazar is a professor and chair of the teacher education department at Saint Joseph's University, Philadelphia.
Table of Contents
|Editors' Notes and Acknowledgments||p. xix|
|The Need for Culturally Responsive Literacy Teachers|
|Access to Excellence: Serving Today's Students Through Culturally Responsive Literacy Teaching||p. 3|
|Centering Students in the Curriculum|
|From Nightjohn to Sundiata: A Heritage-Based Approach to Engaging Students in Literacy||p. 27|
|Driving in Both Lanes: Practicing Culturally Responsive Literacy Teaching While Addressing Standards and Accountability||p. 43|
|It All Came Down to This: ˘Know Thyself, Understand Others÷ A First-Year Teacher's Journey Through a New World||p. 56|
|Taking Risks: Building Bridges with Students in an Alternative School||p. 69|
|Reading About the Negro Leagues Through the Lens of Critical Literacy: A Springboard to Straight Talk About Race||p. 83|
|Building Relationships with Students and Caregivers|
|Extending a Lifeline Extending Oneself||p. 99|
|From Pasta to Poets: Creating a Classroom Community Through Cultural Sharing||p. 110|
|Communities as Resources: Two Teachers' Reciprocal Learning from Nondominant Cultural Communities||p. 121|
|Learning from and with Immigrant and Refugee Families in a Family Literacy Program||p. 130|
|Building on Students' Linguistic Strengths|
|Teaching Through Language: Using Multilingual Tools to Promote Literacy Achievement Among African American Elementary Students||p. 141|
|Working with Diverse Language Speakers in an Early Childhood Setting||p. 156|
|Cross-Cultural Connections: Developing Teaching Principles Through Stories||p. 168|
|The Words We Need: A Culturally Responsive Approach to Scaffolding English Learners' Vocabulary Development||p. 182|
|Becoming Culturally Responsive Literacy Teachers|
|Encountering the ABCs and Meeting the Challenges||p. 199|
|Unlearning Color Blindness and Learning from Families||p. 218|
|Socially Responsive Literacy Teaching in the Midst of a Scripted Curriculum: A Novice Teacher's Story||p. 235|
|Becoming a Teacher for All Children: A Teacher's Story||p. 250|
|Appendix: Reflective Practice and Evaluation||p. 263|
|About the Contributors||p. 265|
|Table of Contents provided by Ingram. All Rights Reserved.|