591
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Teaching and Reaching All Students: An Instructional Model for Closing the Gap

The Culturally Responsive Instruction Observation Protocol Helps Teachers Work Effectively with Diverse Middle Grades Learners and Their Families

Pages 22-30 | Published online: 26 Aug 2015

References

  • Au, K. H. (1993). Literacy instruction in multicultural settings. New York, NY: Harcourt Brace Jovanovich.
  • August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on Language–Minority Children and Youth. New York, NY: Routledge.
  • Berry, R. A. W. (2006). Inclusion, power and community: Teachers and students interpret the language of community in an inclusion classroom. American Education Research Journal, 43, 489–529.
  • Brock, C. H., & Raphael, T. E. (2005). Windows to language, literacy, and culture: Insights from an English-language learner. Newark, DE: International Reading Association.
  • Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York, NY: Teachers College Press.
  • Cantrell, S., & Wheeler, T. (2011). Pedagogy/instruction: Beyond “best practices.” In R. Powell & E. C. Rightmyer (Eds.), Literacy for all students: An instructional framework for closing the gap (pp. 152–189). New York, NY: Routledge.
  • Common Core State Standards Initiative. (2010). Common Core State Standards: English Language Arts. Retrieved from http://www.corestandards.org/
  • Cunningham, W. G., & Sanzo, T. D. (2002). Is high-stakes testing harming lower socioeconomic status schools? NASSP Bulletin, 86,62–75.
  • Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280–297.
  • Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.
  • García, G. E., & Pearson, P. D. (1991). Literacy assessment in a diverse society (Technical Report No. 525). Champaign, IL: University of Illinois at Urbana-Champaign, Center for the Study of Reading.
  • Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, NY: Teachers College Press.
  • Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourse. London, UK: Falmer Press.
  • Gersten, R., & Jiménez, R. T. (1994). A delicate balance: Enhancing literature instruction for students of English as a second language. The Reading Teacher, 47, 438–449.
  • Goldenberg, C. (1991). Instructional conversations and their classroom application (Educational Practice Report 2). Berkley, CA: The National Center for Research on Cultural Diversity and Second Language Learning.
  • González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
  • Gust, J. (1999). Round peg, square hole: A teacher lives and learns in Watts. Portsmouth, NH: Heinemann.
  • Gutiérrez, K. D., Baquedano-López, P., & Alvarez, H. H. (2001). Literacy as hybridity: Moving beyond bilingualism in urban classrooms. In M. de la Luz Reyes & J. J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 122–141). New York, NY: Teachers College Press.
  • Herman, J., & Golan, S. (1990). Effects of standardized testing on teachers and learning—another look: CSE Technical Report #334. Los Angeles, CA: Center for the Study of Evaluation, Standards, and Student Testing.
  • Hidalgo, N. M., Bright, J. A., Epstein, J. L., Siu, S., & Swap, S. M. (1995). Research on families, schools, and communities: A multicultural perspective.In J. Banks & C. Banks (Eds.), Handbook of research on multicultural education (pp. 498–524). New York, NY: MacMillan.
  • Hooks, B. (2010). Teaching critical thinking: Practical wisdom. New York, NY: Routledge.
  • Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
  • Lee, C. (1993). Signifying as a scaffold to literacy interpretation: The pedagogical implications of a form of African American discourse. (NCTE Research Report No. 26). Urbana, IL: National Council of Teachers of English.
  • Lee, C. (2007). Culture, literacy and learning: Taking bloom in the midst of a whirlwind. New York, NY: Teachers College Press.
  • Lenski, S. D., Ehlers-Zavala, F., Daniel, M. C., & Sun-Irminger, X. (2006). Assessing English-language learners in mainstream classrooms. The Reading Teacher, 60(1), 24–34.
  • Martinez-Roldan, C. (2005). The inquiry acts of bilingual children in literature discussions. Language Arts, 83(1), 22–33.
  • McCormick, G., & Rightmyer, E. C. (2009). Evaluation of student achievement in Kentucky's Read to Achieve program, 2007–2008. Lexington, KY: University of Kentucky Collaborative Center for Literacy Development.
  • Montero, M. K., & Kuhn, M. R. (2009). English language learners and fluency development: More than speed and accuracy. In L. Helman (Ed.), Literacy development with English learners (pp. 156–177). New York, NY: The Guilford Press.
  • Moon, T. R., Brighton, C. M., Jarvis, J. M., & Hall, C. J. (2007). State standardized testing programs: Their effects on teachers and students. Storrs, CT: National Research Center on the Gifted and Talented.
  • Murphy, S. (1998). Fragile evidence: A critique of reading assessment. Mahwah, NJ: Lawrence Erlbaum.
  • National Center for Education Statistics. (2009). The nation's report card: Reading, 2009. Retrieved from http://nationsreportcard.gov
  • National Middle School Association. (2010). This we believe: Keys to educating young adolescents (Executive Summary). Retrieved from http://www.amle.org/AboutAMLE/ThisWeBelieve/tabid/1273/Default.aspx
  • Philpott, D. F. (2007). Assessing without labels: Inclusive education in the Canadian context. Thunder Bay, Ontario: Lakehead University, Centre of Excellence for Children and Adolescents with Special Needs.
  • Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Lanham, MD: Rowman & Littlefield.
  • Powell, R., & Rightmyer, E. C. (Eds.). (2011). Literacy for all students: An instructional framework for closing the gap. New York, NY: Routledge.
  • Reyes, P., Scribner, J. D., & Scribner, A. P. (Eds.). (1999). Lessons from high-performing Hispanic schools: Creating learning communities. New York, NY: Teachers College Press.
  • Rightmyer, E. C. (2009). Read to Achieve evaluation: A three-year synthesis. Lexington, KY: University of Kentucky, Collaborative Center for Literacy Development.
  • Rightmyer, E. C. (2011). Classroom caring and teacher dispositions: The heart to teach all students. In R. Powell & E. C. Rightmyer (Eds.), Literacy for all students: An instructional framework for closing the gap. New York, NY: Routledge.
  • Robinson, E. L., & Fine, M. J. (1994). Developing collaborative home-school relationships. Preventing School Failure, 39, 9–15.
  • Ruiz, N. T., Vargas, E., & Beltrán, A. (2002). Becoming a reader and writer in a bilingual special education classroom. Language Arts, 79, 297–309.
  • Singleton, G. E., & Linton, C. (2006). Courageous conversations about race. Thousand Oaks, CA: Corwin.
  • Taffe, S. W., Blachowicz, C. L. Z., & Fisher, P. J. (2009). Vocabulary instruction for diverse students. In L. M. Morrow, R. Rueda, & D. Lapp (Eds.), Research on literacy and diversity (pp. 320–337). New York, NY: The Guilford Press.
  • Tharp, R., G., & Gallimore, R. (1991). The instructional conversation: Teaching and learning in social activity (Research Report 2).Santa Cruz, CA: The National Center for Research on Cultural Diversity and Second Language Learning, University of California, Santa Cruz.
  • Tinajero, J. V., & Hurley, S. R. (2001). Assessing progress in second-language acquisition. In S. R. Hurley & J. V. Tinajero (Eds.), Literacy assessment of second language learners (pp. 27–42). Boston, MA: Allyn & Bacon.
  • Tucker, N. (2005). Love in the driest season: A family memoir. New York, NY: Three Rivers Press.
  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
  • Zwiers, J., & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Portland, ME: Stenhouse.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.