Culturally Proficient Practice Supporting Educators of English Learning Students

ISBN-10: 1452217297
ISBN-13: 9781452217291
Edition: 2012
List price: $36.95 Buy it from $20.81
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Description: Close the achievement gap for your English learners!The growing achievement gap between English learners and native English speakers poses a challenge to educators across the nation. This book shows how you can apply the Cultural Proficiency  More...

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Book details

List price: $36.95
Copyright year: 2012
Publisher: Corwin Press
Publication date: 7/23/2012
Binding: Paperback
Pages: 208
Size: 7.00" wide x 10.00" long x 0.33" tall
Weight: 0.660
Language: English

Close the achievement gap for your English learners!The growing achievement gap between English learners and native English speakers poses a challenge to educators across the nation. This book shows how you can apply the Cultural Proficiency framework to help narrow the achievement gap, with professional learning strategies that help educators identify their own cultural assumptions and, ultimately, bridge the cultural divide between their schools/classrooms and their students. Case studies, tools, and reflective prompts help you:Examine how your beliefs may affect the way you educate English learnersAddress the underlying causes of the achievement gapImplement culturally proficient practices in your school or districtMeet the needs of your English learners

Delores B. Lindsey, Ph.D., retired as Associate Professor of Education at Cal State San Marcos, San Marcos, CA, but did not retire from the education profession. As a former middle grades and high school teacher, assistant principal, principal, and county office of education administrator, her primary focus is developing culturally proficient leadership practices aimed at closing educational gaps. She helps educational leaders examine their organizations' policies and practices, and their individual beliefs and values about cross-cultural communication. Her message to her audiences focuses on socially just educational practices, culturally proficient leadership practices, and diversity as an asset to be nurtured. Dr. Lindsey offers keynote address and facilitates educators to develop their own inquiry and action research. Her favorite reflective question is: "Are we who we say we are?" She is also a Training Associate for Cognitive Coachingsm and Adaptive Schoolssm. Delores and husband Randall, her favorite Sage/Corwin author, continue to co-write about the application of the four Tools of Cultural Proficiency. They enjoy working together with school districts to guide school leaders on their journey toward equity and socially just practices for all learners.

Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.

Foreword
Acknowledgments
About the Authors
Introduction
The Context and Tools for Educating English Learning Students
Setting the Context
Getting Centered
Cultural Proficiency and English Learning Students
Historical Context of Multilingual Education and Programs for English Learning Students
Multilingual Education Program Models
Professional Development Programs in Support of English Learning Students
Going Deeper
The Tools of Cultural Proficiency
Getting Centered
Reflection and Dialogue Lead to "Inside-Out" Change
The Tools of Cultural Proficiency
The Conceptual Framework Is a Guide
Barriers Versus Cultural Assets: The Tension for Change
Transforming the Culture of School
Regarding Culture as an Asset Leads to Cultural Proficiency
Levels of Commitment to Change and Improvement
Culturally Proficient Leadership Links Behaviors With Beliefs and Identity
River View School District: A Case Story
Going Deeper
Educators as Practitioner Researchers in Support of English Learning Students
Action Research Through a Culturally Proficient Practitioner Researcher Lens
Action Research Cycle Rubric for Culturally Proficient Practitioner Researchers
Action Research Getting Started Protocol
Closing Thoughts
Questions for Reflection
Resources
Professional Learning Activity-Assessing Cultural Knowledge
Professional Learning Activity-Valuing Diversity
Professional Learning Activity-Managing the Dynamics of Difference
Professional Learning Activity-Adapting to Diversity
Professional Learning Activity-Institutionalizing Cultural Knowledge
Recommended Books on Instructional Strategies
Matrix: How to Use Cultural Proficiency Books
References
Index

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