Review of A framework for culturally responsive practices: Implementing the culturally responsive instruction observation protocol (CRIOP) in K-8 classrooms

Authors

  • Shaylyn Marks California State University, Bakersfield

DOI:

https://doi.org/10.14507/er.v29.3611

Author Biography

Shaylyn Marks, California State University, Bakersfield

Shaylyn Marks is an assistant professor at CSU Bakersfield and the director of Multiple and Single Subject Teacher Credential programs. Her work centers on advancing innovative ways to disrupt the status quo and create more equitable learning opportunities for underserved populations. With culturally sustaining pedagogy at the core of her work, her research interests include teacher education preparation practices, using literature to support and enact social justice, and exploring equitable structures within the classroom. 

References

Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.

Love, B. L. (2016). Anti-black state violence, classroom edition: The spirit murdering of Black children. Journal of Curriculum and Pedagogy, 13(1), 22-25. https://doi.org/1080/15505170.2016.1138258.

Milner, H. R., Cunningham, H. B., Delale-O’Connor, L., & Kestenberg, E. G. (2019). “These kids are out of control” Why we must reimagine “classroom management” for equity. Corwin Press.

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.

Paige, R., & Witty, E. (2010). The black-white achievement gap: Why closing it is the greatest civil rights issue of our time. AMACOM.

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Published

2022-12-14

How to Cite

Marks, S. (2022). Review of A framework for culturally responsive practices: Implementing the culturally responsive instruction observation protocol (CRIOP) in K-8 classrooms. Education Review, 29. https://doi.org/10.14507/er.v29.3611

Issue

Vol. 29 (2022)

Section

Book reviews

License

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