Literacy for All Students: An Instructional Framework for Closing the Gap

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Rebecca Powell, Elizabeth Rightmyer
Taylor & Francis, 27.04.2012 - 272 Seiten
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The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation. Drawing on research and theory reflecting a range of perspectives ─ multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy ─ it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators.

Literacy for All Students

  • Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration)
  • Provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students
  • Presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing

A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative.

 

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Inhalt

Preface
Introduction
The Sociocultural Context of Literacy
Paper Airplanes
Reflective Activities
Creating
The Kindergarten Star
Developing Partnerships with
Beyond Best Practices
Reflective Activities
Connecting
Our Favorite Discourse Protocols
DARELL RICKMERS AMY BAKER REBEKAH PASCUCCI MEGAN
Sociopolitical Consciousness and Multiple
This Land Is Your Land
DARELL RICKMERS KARA RUBY SARAH CAREY LAUREN

Core Instructional Practices
Bridging

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Häufige Begriffe und Wortgruppen

Über den Autor (2012)

Rebecca Powell is Marjorie Bauer Stafford Endowed Professor of Education at Georgetown College, Kentucky

Elizabeth C. Rightmyer is an independent Education/Research Consultant. She directs the statewide Read to Achieve research project from which this book evolved.

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