Review of Schooling multicultural teachers: A guide for program assessment and professional development

Autores

  • Hille Elwood University of Wyoming

DOI:

https://doi.org/10.14507/er.v28.3137

Biografia do Autor

Hille Elwood, University of Wyoming

Hille Elwood is a doctoral student at the University of Wyoming College of Education and a K-5 Literacy Coach. Her career and research interests focus on the development of biliteracy and early literacy instruction for culturally and linguistically diverse children. Specifically, she seeks to study how diverse learners are positioned as readers and writers and the consequent implications for assessment and access to grade level content instruction. 

Referências

Banks, J. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.

Gay, G. (2014). Culturally responsive teaching principles, practices, and effects. In H. R. Milner & K. Lomotey (Eds.), Handbook of urban education (pp. 353-372). Routledge Press.

Giroux, H. (2011). On critical pedagogy. Bloomsbury Academic.

Helms, J. E. (Ed.). (1990). Black and White racial identity: Theory, research, and practice. Greenwood Press.

Herrera, S. (2015). Biography driven culturally responsive teaching (2nd ed.). Teachers College Press.

Howard, G. R. (2007). Dispositions for good teaching. Journal of Educational Controversy, 2(2), 1-6.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 32(3), 465-491.

National Center for Education Statistics (NCES). (2019). The condition of education 2019. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019144.

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Publicado

2021-05-05

Como Citar

Elwood, H. (2021). Review of Schooling multicultural teachers: A guide for program assessment and professional development. Resenhas Educativas/ANPEd, 28. https://doi.org/10.14507/er.v28.3137

Edição

v. 28 (2021)

Seção

Resenhas de livros

Licença

 

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