Practicing what we teach: How culturally responsive literacy classrooms make a difference

| January 13, 2012

Title: Practicing what we teach: How culturally responsive literacy classrooms make a difference

Editors: Patricia Ruggiano Schmidt and Althier M. Lazar

Publisher: Teachers College Press

Call Number: LB1715 .P674 2011

From the Publisher:

“This readable book features K–12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high poverty, culturally nondominant communities.  These extraordinary teachers show us what culturally responsive literacy teaching looks like in their classrooms and how it advances children’s academic achievement. This collection captures different dimensions of culturally responsive (CR) practice, such as linking home and school, using culturally responsive literature, establishing relationships with children and parents, using cultural connections, and teaching English language learners and children who speak African American languages.”

About the Editors:

Patricia Ruggiano Schmidt is a professor of literacy education at Le Moyne College in Syracuse, New York, and recipient of the International Reading Association, Elva Knight Research Award. She consults internationally on culturally responsive literacy teaching. Althier M. Lazar is a professor in the teacher education department at Saint Joseph’s University, Philadelphia, Pennsylvania.

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