Multicultural Issues And Literacy Achievement

Author: Kathryn Au
Publisher: Routledge
ISBN: 1135464456
Size: 30.84 MB
Format: PDF, ePub, Docs
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This book is a sequel to the author's earlier volume entitled, Literacy Instruction in Multicultural Settings. In addition to extensive updating of earlier material, this book extends the content coverage to include issues of power, attitudes, and systemic change through the application of discourse theory and critical theory. In doing so, however, the author has tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume. Key features of this important new book include: *Teaching Flexibility. Although written with the classroom needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups. *Issues Organization. Each chapter is organized around familiar issues that characterize schools and classrooms with diverse student populations and explores these issues through new lenses that most teachers have not previously encountered. *Social Constructivist Perspective. Critical theory, discourse theory, and historical perspective are introduced in order to sensitize readers to the need to recognize negative, socially sustained patterns that hamper literacy achievement and replace them with positive patterns. To this end each chapter asks students to maintain a running list of negative patterns along with alternative positive patterns.

Addressing Diversity In Literacy Instruction

Author: Evan Ortlieb
Publisher: Emerald Group Publishing
ISBN: 1787140482
Size: 70.22 MB
Format: PDF, Kindle
View: 2530
This edited volume highlights recent research related to how issues of diversity are addressed within literacy instruction for K-12 learners.

Literacy Achievement And Diversity

Author: Kathryn H. Au
ISBN: 9780807752074
Size: 27.42 MB
Format: PDF, ePub, Mobi
View: 3276
Respected literacy researcher Kathy Au addresses the question of what educators can do to close the literacy achievement gap. She begins by outlining theory and research and then provides practical strategies to help teachers improve the literacy learning of students of diverse cultural and linguistic backgrounds. The text addresses phonics, non-mainstream varieties of English, and ownership of literacy, and each chapter includes a reflection activity for students.

Reading Researchers In Search Of Common Ground

Author: Rona F. Flippo
Publisher: Routledge
ISBN: 113686105X
Size: 23.88 MB
Format: PDF, ePub
View: 1853
In Reading Researchers in Search of Common Ground, Second Edition, Rona F. Flippo revisits her groundbreaking Expert Study, in which she set out to find common ground among experts in the much-fragmented field of reading research. The original edition, featuring contributions from participants in the Expert Study, commentary from additional distinguished literacy scholars with specialized experiences and vantage points from which to view it, and recommendations for use of its findings, was published in 2001 and has become a classic in the field. The Expert Study’s findings and discussions related to it remain provocative, viable, and highly relevant. Taking a fresh look at it, and its current implications for literacy education and common ground in light of the newest thinking and research of today, the Second Edition includes four new chapters from leaders in the field who discuss the Study from their unique vantage points (literacy trends, emergent writing development, a comprehensive literacy curriculum, and a comparative analysis of the study’s findings and recommendations). It is a must-read resource for the entire literacy community − researchers, teacher educators, graduate students, administrators, practitioners, and policymakers.

Teaching Word Meanings

Author: Steven A. Stahl
Publisher: Routledge
ISBN: 1317433920
Size: 38.48 MB
Format: PDF, Mobi
View: 1787
Offering a comprehensive approach to vocabulary instruction, this book is about how children learn the meanings of new words and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.

Reclaiming The Rural

Author: Kim Donehower
Publisher: SIU Press
ISBN: 0809330652
Size: 19.95 MB
Format: PDF
View: 1327
"Reclaiming the Rural : Essays on Literacy, Rhetoric, and Pedagogy brings together a diverse collection of essays that consider literacy, rhetoric and pedagogoy in the United States, Canada and Mexico. The essays move beyond typical arguments for preserving, abandoning or modernizng rural places to analyze how rural communities sustain themselves through literate action. The strength of the anthology lies in its multiple perpsectives, various research sites and the different methodologies employed. Topics range from the rhetorics of water disoutes in the western U nited States to the legacy of religious influences in Mexican rural schools; from trainng rural teachers in Canada to educating Appalachian college students; and from the litreacies of the 4-H and the Grange to La Academia de la Nueva Raza."--Publisher.

Literacy For All Students

Author: Rebecca Powell
Publisher: Taylor & Francis
ISBN: 1136879692
Size: 61.97 MB
Format: PDF, ePub, Docs
View: 5068
The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation. Drawing on research and theory reflecting a range of perspectives ─ multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy ─ it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators. Literacy for All Students Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration) Provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students Presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative.

Multicultural Issues In Literacy Research And Practice

Author: Arlette Ingram Willis
Publisher: Routledge
ISBN: 1135669228
Size: 74.14 MB
Format: PDF, Mobi
View: 1388
This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will build on the experiences and findings presented so that the field of multicultural literacies will have a greater impact of literacy research, policy, and practice.

Reconceptualizing Literacy In The New Age Of Multiculturalism And Pluralism

Author: Patricia Ruggiano Schmidt
Publisher: IAP
ISBN: 1607529432
Size: 31.52 MB
Format: PDF, Kindle
View: 3637
This book offers a array of essays with challenging ideas and provoking new analyses of power asymmetries, multiple epistemologies and vital concerns for the education of a different America, the America of new immigrants, people of color with other cultures, languages and values. The new American that many want to ignore and is becoming the only America. This book also forces us to reflect on the educational challenges we must face, especially in teacher education and the preparation of intellectual leaders. None of the major agenda items associated with a new era of social justice can be either comprehended or accomplished without a profound understanding of multicultural literacy, and of its relationship to ethnic, racial, cultural and linguistic diversity. While in previous decades we used frequently a rhetoric of multiculturalism (at a safe distance), today we are living multiculturalism and practicing ethnic, cultural and racial diversity in our daily lives as we seek a marriage partner, a business associate, a friend, a church. Most of all, we must live multiculturalism as we go school and see children’s faces. There is no way to escape the reality of ethnic, racial and linguistic diversity as it comes entangled with many other cultural and class differences between and within each group we encounter. Suddenly, an abrupt awakening for many mainstream educators, what was peculiar of some areas in the Southwest, has become common scenario in most metropolis and large cities. The present volume brings us face to face with issues and challenges we can no longer sweep under the rug. This outstanding volume lays down a solid general conceptual foundation that permits us to link our theoretical past with the postmodern era. It also provides a clear context for the discussion of contrasting notions of monocultural literacy and the relationship of literacy and power. The volume goes on to deal with the relationship of literacy and culture (actually to specific cultures, especially African American). At this point the discourse turns to strategies for incorporating minority perspectives into the literacy curriculum and including the home cultures of disenfranchised peoples. The last section of the book offers help on the practical issues of teacher education for student populations often ignored, and linkages between schools and homes in order to empower the disenfranchised and isolated.

Culture Literacy Learning

Author: Carol D. Lee
ISBN: 9780807747483
Size: 14.15 MB
Format: PDF, ePub, Docs
View: 811
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.