‘This book integrates a self-evaluative framework for making changes and includes tools for improving one′s own learning environment.’
—Rachel Mederios, ELL Teacher and Building Program Supervisor
Jefferson Elementary School, Boise, ID
‘This book is relevant to anyone who acknowledges the diversity within any group of people. The steps are clearly outlined so the practitioner can implement them and meet the needs of every individual.’
—Thelma A. Davis, Principal
Robert Lunt Elementary School, Las Vegas, NV
Close the achievement gap by closing the culture gap
Teaching children from diverse backgrounds begins with simple questions: What is my culture? What are my students′ cultures? How does culture affect how I teach and how my students learn? Can I learn to value and honor the unique experiences and cultures of my students? These are essential questions for educators with a sincere desire to help all students succeed. This comprehensive guide provides detailed examples that show why and how to create culturally responsive, standards-based (CRSB) instruction in the classroom, schoolwide, and at the district level. Results of effective programs include:
- Increased academic success for all learners
- Engaged and motivated students
- Development of critical thinking skills necessary for higher learning
- Strengthened partnerships between students, families, and communities
This new edition is enhanced with nationwide examples, up-to-date resources, and tools that can be implemented immediately. Principals, administrators, K–12 teachers, curriculum and staff developers, and college instructors will find this handbook a valuable and powerful tool for promoting student engagement and improving struggling schools.
Содержание
Preface
List of Snapshots
List of Tools
Acknowledgments
About the Authors
1. Culturally Responsive Standards-Based Teaching
Learning From Students′ Lives
Culturally Responsive and Standards-Based Together
Essential Elements
Implementing Culturally Responsive Standards-Based Teaching
Continuum of Options and Opportunities for Culturally Responsive Standards-Based Teaching
2. Taking Stock of Current Classroom Practices
Finding Time and Resources
3. The Foundation for Culturally Responsive Standards-Based Teaching
Getting to Know Your Cultural Self
Building Relationships With Students
Connecting With Families and the Community
Powerful Relationships Can Be Transformational
4. The Environment for Culturally Responsive Standards-Based Teaching
Incorporating Culturally Responsive Materials Into the Environment
Engaging in Conversation
5. Culturally Responsive Standards-Based Curriculum
Using Standards in Curriculum Planning
Adding Culturally Responsive Standards-Based Practices to the Existing Curriculum
Creating Culturally Responsive Standards-Based Lessons and Units
Developing Culturally Responsive Standards-Based Projects
Developing Culturally Responsive Standards-Based Interdisciplinary Activities
6. Assessment and Reflection
Student Assessment
Reflection
Gathering Feedback From Families
7. Scaling Up: From Schoolwide to State-Level Efforts
Whole-School Focus on Culturally Responsive Standards-Based Teaching and Learning
Effective Ongoing Professional Development
Taking Culturally Responsive Standards-Based Efforts to the District Level
Statewide Efforts
8. Teachers Learning and Growing With Culturally Responsive Standards-Based Teaching
Conclusion
9. Background Research and Theoretical Base
Enhancing Engagement and Motivation in Learning
Creating Academic Rigor and Challenging Curricula
Improving Partnerships With Families and the Community
Resources
Glossary of Terms
References
Index
Об авторе
Amy Stuczynski is currently working with the Human Services Research Institute evaluating the use of family team meetings by public child welfare agencies. She began her career as a social worker for a community-based service organization for African American youth and families in Madison, Wisconsin. She later joined Education Northwest, where she wrote about language, literacy, and culture for six years. Amy holds a master′s in social work from the University of Wisconsin-Madison.
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