Sustaining Cultural and Disability Identities in the Literacy Classroom, K-6

1. Auflage 2024
ISBN: 978-1-032-24799-1
Verlag: Routledge

Buch, Englisch, 390 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 735 g

Ideal for literacy methods and elementary instruction courses, this book brings together three strands of educational practice—Culturally Sustaining Pedagogy (CSP), Disability Sustaining Pedagogy (DSP), and balanced literacy—to present a cohesive, comprehensive framework for literacy instruction that meets the needs of all learners. Situating balanced literacy instruction within the current debate on how to best teach elementary school literacy, this book prepares pre-service and in-service teachers to work with racially, ethnically, and linguistically diverse students of all abilities and disabilities and addresses effective curriculum design, lesson planning, and assessment. Chapters offer real-world classroom examples and lesson plans, charts, and discussion guides for CSP/DSP-infused instruction for each component of a balanced literacy instructional block.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Tondreau, Amy

Rabinowitz, Laurie

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Part 1: Asset-based Approaches to Balanced Literacy Instruction 1 Culturally Sustaining Pedagogy and Literacy Instruction 2 Disability Sustaining Pedagogy and Literacy Instruction 3 Integrating Assest-based Approaches with Balanced Literacy Instruction Part 2: CSP/DSP-infused Literacy Teaching Practices 4 Getting to Know Your Students as Literate Individuals 5 Designing Accessible and Responsive Whole Class Instruction 6 Targeted and Humanizing Small Group Instruction 7 Word Work through a CSP/DSP Lens 8 Maximizing Student Agency through Individualized Instruction

Über Autor(innen)

Dr. Amy Tondreau is an Assistant Professor of Elementary Literacy at the University of Maryland, Baltimore County. She holds an Ed.D. in Curriculum & Teaching from Teachers College, Columbia University, an M.Ed. in Reading from Rhode Island College, and a B.A. in Elementary Education and Communications from Boston College. She previously worked as a staff developer and writer for the Teachers College Reading and Writing Project, as co-director of the Summer Literacy Clinic at Rhode Island College, and as an elementary classroom teacher in Massachusetts. Her research focuses on teachers’ and students’ literacy identities, critical literacy in children’s literature and writing pedagogy, professional learning communities, and the cross-pollination of Culturally Sustaining Pedagogy and Disability Sustaining Pedagogy in literacy teaching and learning. Her work has been published in forums such as The Reading Teacher, Language Arts, Studying Teacher Education, Action in Teacher Education, and The Teacher Educator.

Laurie Rabinowitz, EdD, MSEd, MA, is an Assistant Professor of Education Studies at Skidmore College. She holds an Ed.D. in Curriculum and Teaching from Teachers College, Columbia University, an M.A. in Educational Leadership from New York University, an M.S. in Special Education from Hunter College, and a B.A. in Art History from Barnard College. Previously, she was a special education teacher at a public school in New York City. She has also worked as a Director of Instruction at a New York City charter school. Her research looks at inclusive practices and the intersections of literacy and inclusive pedagogy. Her research has been published in forums such as The Reading Teacher, Language Arts, and Contemporary Issues in Technology and Teacher Education.