info@woodslane.com.au
Contact us on (02) 8445 2300
For all customer service and order enquiries

WOODSLANE

Popular Subjects

Woodslane Online Catalogues

9781475857146 Add to Cart

It's Not "One More Thing"

Culturally Responsive and Affirming Strategies in K-12 Literacy Classroo
Description
Author
Biography
Table of
Contents
Google
Preview
Ticknor, Howard, and Overstreet offer educators insights into the how-tos of culturally responsive pedagogy. They build on their experiences and research of CRP to offer vignettes of literacy instruction that may be common in K-12 classrooms. These examples are offered as a way to situate how teachers may use research based and effective literacy practices while ignoring the identities and experiences of their students. Then disrupt the vignettes using theories and concepts presented in the chapter to make visible how each practice could be reimagined to integrate more culturally responsive strategies. Example lessons and activities are provided in each chapter that offer readers glimpses into CRP thinking and decision making. Guiding prompts are also included for readers to use the chapter topic and example lessons to consider ways to be more culturally responsive teachers for their students and in their local communities.
Anne Swenson Ticknor is a literacy educator with over two decades of teaching experience. She researches identity, relationships, agency, and equity as mediated through literacy. Christy M. Howard is a teacher educator with interests in literacy across the disciplines. Her research interests focus on content area literacy, teacher preparation, diversity, and identity. Mikkaka Overstreet has been an educator since 2006, first as an elementary teacher, then a literacy consultant, and now a literacy professor. Her research focuses on exploring intersections of literacy, identity, and learning, particularly related to culturally responsive pedagogy.
Acknowledgements Chapter 1: Introduction Chapter 2: Material Selection For Literacy Instruction Chapter 3: Instructional Language Chapter 4: Reading Response Chapter 5: Conclusion References Index About the Authors
Google Preview content