Culture, Literacy, and Learning Taking Bloom in the Midst of the Whirlwind

ISBN-10: 0807747483

ISBN-13: 9780807747483

Edition: 2006

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Description: How can educators improve the literacy skills of students in a historically underachieving urban high school? In this timely book, the author draws on her experience as a participant observer to provide a unique, insider's view to both designing and implementing a culturally responsive approach to improve learning and teaching in a specific subject area. The Cultural Modeling Project, which she presents here, drew on competencies students already had in African American Vernacular English (AAVE) discourse and hip hop culture to tackle complex problems in the study of literature. Using vivid descriptions from real classrooms, she describes how AAVE supported student learning and reasoning; how students in turn responded to the reform initiative, and how teachers adapted the cultural framework to the English/language arts curriculum. While the focus is on literacy and African American students, the book examines the functions of culture in facilitating learning and offers principles for leveraging cultural knowledge in support of subject matter specific to academic learning. This much awaited book offers important lessons for researchers, school district leaders, and local practitioners regarding the complex ways that cultural knowledge is constructed and plays out in classroom life, in the life of a school, and in the life of a whole-school reform initiative.

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Book details

List price: $34.50
Copyright year: 2006
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 3/1/2007
Binding: Paperback
Pages: 256
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 0.946
Language: English

Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she has launched the Stanford Educational Leadership Institute and the School Redesign Network. She has also served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America's Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation's ten most influential people affecting educational policy over the last decade. Among Darling-Hammond's more than 300 publications are Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (with John Bransford, for the National Academy of Education, winner of the Pomeroy Award from AACTE), Teaching as the Learning Profession: A Handbook of Policy and Practice (Jossey-Bass: 1999) (co-edited with Gary Sykes), which received the National Staff Development Council's Outstanding Book Award for 2000; and The Right to Learn: A Blueprint for Schools that Work, recipient of the American Educational Research Association's Outstanding Book Award for 1998.

Series Foreword
Foreword
Preface
Acknowledgments
Introduction: Conceptualizing Learning as Cultural Processes
The Culture of Everyday Practices and Their Implications for Learning in School
Understanding Cultural Displays in the Service of Discipline-Based Learning
A Lens for Understanding the Role of Perceptions in Influencing Actions
Modeling as a Multidimensional Cultural Space
Leveraging Everyday Knowledge
Pedagogical Knowledge of Academic Disciplines
Modeling with Cultural Data Sets
Cultural Modeling of Symbolism
Range of Reasoning Scaffolded Through Cultural Data Sets
Conclusion
When and Where I Enter: African American English as a Resource for Instructional Discourse
African American English and Instructional Discourse
Who Is That Woman? Literary Reasoning in African American English
Instructional Talk Based on African American English Norms as Improvisation
Preacherly Style and Sermonic Tone
Cultural Modeling and the Demands of Teacher Knowledge
Relationships Between Content Knowledge and Pedagogical Content Knowledge
Pedagogical Content Knowledge
Identity and Development as Links Between Content Knowledge and Pedagogical Content Knowledge in Practice
Understanding Teacher Knowledge and Commitment in Practice
On Being Explicit in Teaching Complex Reasoning
Maximizing Participation
Culturally Responsive, Subject Matter-Specific Guided Participation
Distinguishing Problems of Representation
Conclusions
Documenting Student Learning: Challenges and Opportunities
How Well Can These Kids Read?
Engagement in Literary Reasoning
What a Difference a Second Reading Makes!
Conclusion
Blooming in the Midst of the Whirlwind
Notes
References
Index
About the Author
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