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Download Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series) ePub

by James A. Banks,Geneva Gay

Download Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series) ePub
  • ISBN 0807750786
  • ISBN13 978-0807750780
  • Language English
  • Author James A. Banks,Geneva Gay
  • Publisher Teachers College Press; 2 edition (May 12, 2010)
  • Pages 320
  • Formats lit azw lrf rtf
  • Category Educ
  • Subcategory Schools and Teaching
  • Size ePub 1231 kb
  • Size Fb2 1394 kb
  • Rating: 4.3
  • Votes: 801

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. A new section on standards and diversity. New examples of culturally diverse curriculum content. More examples of programs and techniques that exemplify culturally responsive teaching. An emphasis on positive, action-driven possibilities in student–teacher relationships. New material on culturally diverse communication, addressing common myths about language diversity and the effects of “English Plus” instruction.

Praise for the First Edition!

A Choice recommended title.

"A comprehensive account of the important role that culture plays in the teaching and learning process."

― Urban Education

"From her careful analysis of the educational research and best practices literature, and her wealth of experiences from working with P/K–18 students and teachers, Gay clearly explains how culturally responsive teaching can be used to dramatically influence the academic achievement of students of color and other marginalized students."

―Carl A. Grant, University of Wisconsin at Madison

"Geneva Gay has written a passionate and inspiring book that provides a comprehensive explanation of culturally responsive teaching and how it can make a difference in the lives of students of color. She argues that all teachers, regardless of their ethnic group membership, must have the ‘courage, competence, and confidence’ to teach in a culturally relevant manner.”

―Christine Bennett, Indiana University

"Written by one of the leading interpreters of diversity in the schools, this book challenges all teachers to reconsider their pedagogical and personal approaches to young people in our nation's increasingly multicultural classrooms."

―Carlos E. Cortés, University of California, Riverside


Gay clearly explains how culturally responsive teaching can be used to dramatically influence the academic achievement of students of color and other .

Gay clearly explains how culturally responsive teaching can be used to dramatically influence the academic achievement of students of color and other marginalized students. Geneva Gay is professor of education at the University of Washington–Seattle. She is the recipient of several awards, including the first Multicultural Educator Award presented by the National Association of Multicultural Education.

Geneva Gay has written a passionate and inspiring book that provides a comprehensive explanation of culturally responsive teaching and how it can make a difference in the lives of students of color. She argues that all teachers, regardless of their ethnic group membership, must have the ‘courage, competence, and confidence’ to teach in a culturally relevant manner. Christine Bennett, Indiana University

A case for using culturally responsive teaching to improve the performance of underachieving minority pupils. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.

A case for using culturally responsive teaching to improve the performance of underachieving minority pupils. Insights from theory. To get the free app, enter your mobile phone number.

Geneva Gay is Professor of Education and Associate of the Center for .

Geneva Gay is Professor of Education and Associate of the Center for Multicultural Education at the University of WashingtonSeattle. Within, Gay makes a clear case for why educators must adopt culturally responsive teaching practices, both to perform their role effectively and as a moral imperative.

In this wonderful new volume, Geneva Gay makes a convincing case for using culturally responsive teaching to improve .

In this wonderful new volume, Geneva Gay makes a convincing case for using culturally responsive teaching to improve the school performance of underachieving students of color. Key components of culturally responsive teaching discussed include teacher caring, teacher attitudes and expectations, formal and informal multicultural curriculum, culturally informed classroom discourse, and cultural congruity in teaching and learning strategies. This is an excellent resource for anyone who cares about improving and recognizing the factors that shape culturally responsive teaching and learning.

Thus, culturally responsive education recognizes, respects, and uses . New York, Teachers College Press

Thus, culturally responsive education recognizes, respects, and uses students' identities and backgrounds as meaningful sources (Nieto, 2000) for creating optimal learning environments. This topic documents case studies of culturally responsive practice. The principles of culturally responsive teaching abound in Mr. Diaz's teaching practice in his 4th grade class at Alfred Lima, S. Elementary School. Perhaps the best example of his practice is the efficacy with which he communicates high expectations to each student. New York, Teachers College Press. Hollins, E. &Oliver, E. I. (1999).

Culturally Responsive Teaching book.

Critical theory and educational practice. The unintentional undermining of multicultural education. In J. Landsman & C. W. Lewis (Ed., White teachers/diverse teachers: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 61–78)

Critical theory and educational practice. In A. Darder, M. Baltodano, & R. D. Torres (Ed., The critical pedagogy reader (pp. 26–56). New York, NY: Routledge Falmer. 61–78). Sterling, VA: Stylus.

Talk about Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series)


Ral
This is a very well-detailed book and very valuable for any teachers that would like to improve their pedagogy in today's multi-cultural classroom. Geneva Gay is an outstanding author with helpful insights and practical ideas for assisting all learners.
Aria
While I appreciate being made to see the big picture (in this case, the need for CRT and descriptions of what CRT is) I would have liked more specific classroom examples. Also the references to a disproven theory "learning styles" is a concern.
Malakelv
A decent review of relevant research in culturally responsive teaching. The author is one of the founders of the multicultural approach in education and clearly delineates her views on the essential features of U.S. multicultural education in theory, research and practice.
Biaemi
Very wordy and slow to get to the point. Author could state her purposes and meet her goals in a good fourth of the space and number of words she consumes. Although fairly well conceived, it is dry, without character, and poorly executed. Educators: if wanting to instruct in culturally responsive teaching, look for a more engaging, concise, and lively text than what this author offers. Although the topic is appealing, compelling, and relevant, reading this text is fairly torturous.
Adrielmeena
I purchased this book on a whim, read it cover-to-cover, and am very pleased to have it available as a resource in my personal library.

Within, Gay makes a clear case for why educators must adopt culturally responsive teaching practices, both to perform their role effectively and as a moral imperative. The content is philosophically rigorous, well-researched, and evidence-based in it's claims and prescriptions. Despite that the book is targeted at grade school classroom educators, I believe that anyone working in education, from policy makers to corporate trainers, can benefit from this book.

In particular, I found Gay's debunking of well-intentioned but still problematic representations of ethnic and cultural diversity very helpful. For example:

In the sub-chapter "Progress but Some Problems Remain" p.131
". . . the content included about ethnic issues is rather bland, conservative, conformist and "safe". it tends to emphasize harmonious relations among racial groups and is too often a 'weapon of deculturalization' for the heritages and experiences of groups of color . . . unpleasant sides of society and cultural diversity are either sanitized or bypassed entirely"

And "Biases Persist in Child and Adolescent Literature" p.143
"There has also been a tendency to over-correct for stereotypes by not assigning any differentiating characteristics to the speech and actions of . . . [individuals of color] . . . or to make the characters superhumanly good and supremely capable . . ."

On reflection, the mistakes here are obvious. As Gay points out, such representations prefer experiences that are closely aligned with mainstream European American values, beliefs and standards of behavior. Furthermore, avoiding more authentic and contextualized representations of diverse peoples may imply to diverse students that their experiences do not matter. Finally, student engagement and achievement is unlikely to improve through the use of bland, fictitious and decontextualized characters.

The above, like many of the carefully considered points Gay makes with regards to teaching racially and ethnically diverse students, can be applied to considerations of any student grouping (neurodiverse and differently-abled students come to mind).
Coiron
The format of the book is very confusing and difficult to follow.
Uyehuguita
Great info that is thought provoking on how to be culturally responsive in the classroom.
This book really helped me with my dissertation proposal!
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