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Author: Maria del Carmen Salazar
Publisher: Language, Culture, and Teachin
ISBN: 9781138333208
Category : Education
Languages : en
Pages : 192
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Book Description
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.
Author: Maria del Carmen Salazar
Publisher: Language, Culture, and Teachin
ISBN: 9781138333208
Category : Education
Languages : en
Pages : 192
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Book Description
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.
Author: María del Carmen Salazar
Publisher: Routledge
ISBN: 0429820690
Category : Education
Languages : en
Pages : 163
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Book Description
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.
Author: Zaretta Hammond
Publisher: Corwin Press
ISBN: 1483308022
Category : Education
Languages : en
Pages : 290
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Book Description
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Author: Linda Darling-Hammond
Publisher: Teachers College Press
ISBN: 080777197X
Category : Education
Languages : en
Pages : 193
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Book Description
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
Author: Stafford Hood
Publisher: IAP
ISBN: 1623969379
Category : Education
Languages : en
Pages : 404
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Book Description
Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches. The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign. CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Sharroky Hollie
Publisher: Teacher Created Materials
ISBN: 1425817319
Category : Education
Languages : en
Pages : 306
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Book Description
Written to address all grade levels, this K-12 classroom resource provides teachers with strategies to support their culturally and linguistically diverse students. This highly readable book by Dr. Sharroky Hollie explores the pedagogy of culturally responsive teaching, and includes tips, techniques, and activities that are easy to implement in today's classrooms. Both novice and seasoned educators will benefit from the helpful strategies described in this resource to improve the following five key areas: classroom management, academic literacy, academic vocabulary, academic language, and learning environment. Grounded in the latest research, this second edition includes an updated reference section and resources for further reading.
Author: Jill Anne Chouinard
Publisher: SAGE Publications
ISBN: 1506368522
Category : Social Science
Languages : en
Pages : 195
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Book Description
Evaluators have always worked in diverse communities, and the programs they evaluate are designed to address often intractable socio-political and economic issues. Evaluations that explicitly aim to be more responsive to culture and cultural context are, however, a more recent phenomenon. In this book, Jill Anne Chouinard and Fiona Cram utilize a conceptual framework that foregrounds culture in social inquiry, and then uses that framework to analyze empirical studies across three distinct cultural domains of evaluation practice (Western, Indigenous and international development). Culturally Responsive Approaches to Evaluation provide a comparative analysis of these studies and discuss lessons drawn from them in order to help evaluators extend their current thinking and practice. They conclude with an agenda for future research.
Author: Django Paris
Publisher: Teachers College Press
ISBN: 0807775703
Category : Education
Languages : en
Pages : 305
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Book Description
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
Author: Randall B. Lindsey
Publisher: Corwin Press
ISBN: 1412963621
Category : Education
Languages : en
Pages : 345
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Book Description
This powerful third edition offers fresh approaches that enable school leaders to engage in effective interactions with students, educators, and the communities they serve.
