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Practicing What We Teach How Culturally Responsive Literacy Classrooms Make a Difference

ISBN-10: 0807752207

ISBN-13: 9780807752203

Edition: 2011

Authors: Patricia Ruggiano Schmidt, Althier M. Lazar, Mary Dilg

List price: $29.95
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Description:

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.
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Book details

List price: $29.95
Copyright year: 2011
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 6/16/2011
Binding: Paperback
Pages: 288
Size: 6.75" wide x 9.50" long x 0.75" tall
Weight: 1.144
Language: English

After more than 20 years of teaching in public schools, Patricia Ruggiano Schmidt completed her doctoral studies in Reading and Language Arts at Syracuse University. Her dissertation, Cultural Conflict and Struggle: Literacy Learning in a Kindergarten Program received recognition by the International Reading Association and was published by Peter Lang. As a Professor of Literacy at Le Moyne College, she teaches courses in the elementary and secondary programs and has developed a model, known as the ABC's of Cultural Understanding and Communication. This model is implemented around the world and helps elementary and secondary teachers communicate and connect with families and communities and design culturally responsive literacy lessons. Recently Dr. Ruggiano Schmidt was the recipient of the International Reading Association, Elva Knight Research Award. This work has promoted the study of links between literacy learning and culturally responsive teaching in urban and rural elementary and secondary schools.Presently, Dr. Ruggiano Schmidt lives with her husband, Tom, next to a small lake and golf course in East Syracuse, New York.

Foreword
Preface
Editors' Notes and Acknowledgments
The Need for Culturally Responsive Literacy Teachers
Access to Excellence: Serving Today's Students Through Culturally Responsive Literacy Teaching
Centering Students in the Curriculum
From Nightjohn to Sundiata: A Heritage-Based Approach to Engaging Students in Literacy
Driving in Both Lanes: Practicing Culturally Responsive Literacy Teaching While Addressing Standards and Accountability
It All Came Down to This: �Know Thyself, Understand Others� A First-Year Teacher's Journey Through a New World
Taking Risks: Building Bridges with Students in an Alternative School
Reading About the Negro Leagues Through the Lens of Critical Literacy: A Springboard to Straight Talk About Race
Building Relationships with Students and Caregivers
Extending a Lifeline Extending Oneself
From Pasta to Poets: Creating a Classroom Community Through Cultural Sharing
Communities as Resources: Two Teachers' Reciprocal Learning from Nondominant Cultural Communities
Learning from and with Immigrant and Refugee Families in a Family Literacy Program
Building on Students' Linguistic Strengths
Teaching Through Language: Using Multilingual Tools to Promote Literacy Achievement Among African American Elementary Students
Working with Diverse Language Speakers in an Early Childhood Setting
Cross-Cultural Connections: Developing Teaching Principles Through Stories
The Words We Need: A Culturally Responsive Approach to Scaffolding English Learners' Vocabulary Development
Becoming Culturally Responsive Literacy Teachers
Encountering the ABCs and Meeting the Challenges
Unlearning Color Blindness and Learning from Families
Socially Responsive Literacy Teaching in the Midst of a Scripted Curriculum: A Novice Teacher's Story
Becoming a Teacher for All Children: A Teacher's Story
Appendix: Reflective Practice and Evaluation
About the Contributors
Index