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A Framework for Culturally Responsive Practices

Implementing the Culturally Responsive Instruction Observation Protocol (CRIOP) In K-8 Classrooms

Rebecca Powell (editor) Susan Chambers Cantrell (editor)

ISBN: 9781975504144

Publication Date: Jun 2021

Format: Hardback

Also available as: Paperback  

Presents scholarship in second language acquisition, sociolinguistics, culturally appropriate assessment, educational anthropology, educational psychology, instruction, and critical pedagogy to provide guidance to those who strive to teach in ways that meet the needs of a diverse student population.
£148.00

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  • Full Description
  • More Information
  • Table of Contents
  • Author Biography
  • Customer Reviews
What are the elements of culturally responsive and sustaining instruction? How can these elements be implemented in classrooms?

One of the most effective methods of addressing these issues is the Culturally Responsive Instruction Observation Protocol (CRIOP), which is being used in school districts nationwide to guide teacher professional development. A Framework for Culturally Responsive Practices presents scholarship in second language acquisition, sociolinguistics, culturally appropriate assessment, educational anthropology, educational psychology, instruction, and critical pedagogy to provide guidance to those who strive to teach in ways that meet the needs of a diverse student population. The book is a culmination of the authors' many years of experience as both researchers and instructional coaches in schools, presenting a comprehensive portrait of the research and practices associated with culturally responsive teaching. Each chapter showcases a different element of the CRIOP, providing supporting research as well as ways to implement the element in K-8 classrooms. The book also includes several specific examples written by teachers in the field and a comprehensive bibliography. This is a practical guide that can be used in a variety of courses for pre-service teachers as well as by teachers and administrators in school districts across the country.

Perfect for courses such as: Teaching in a Diverse Society, Multicultural Education, Effective Teaching Practices in Elementary/Middle School, Cultural and Social Foundations of Education, Teaching Diverse Populations, Sociocultural Perspectives in Education, Educational Perspectives in a Global Society, Educational Inequality, Urban Studies
Pages 250
Dimensions 254 x 178
Date Published 30 Jun 2021
Publisher Myers Education Press
Subject/s Education  
  • Introduction
    Rebecca Powell and Susan Chambers Cantrell
  • Chapter 1
    Classroom Relationships
    Doris Walker-Dalhouse
      Classroom Scenario 1.1 - Kindness Study
      Melissa Collins and Aimee Gonzalez
      Classroom Scenario 1.2 - Rare Bird
      Taylor Cain
  • Chapter 2
    It Takes a Village to Teach a Child: Family Collaboration as an Essential Component of Culturally Responsive Instruction
    Kristen H. Perry
      Classroom Scenario 2.1 - Creating a Collaborative Relationship With Families
      Elisabeth Darce
      Classroom Scenario 2.2 - Family Collaboration
      Jill Robertson
  • Chapter 3
    Assessment as the Bridge Between Culturally Responsive Teaching and Learning
    Shannon O. Sampson and Carolyn A. Oldham
    Classroom Scenario 3.1 - New Learning Experiences, From Instructional Practices to Assessment
    Jennifer Caudill
  • Chapter 4
    Culturally and Linguistically Responsive Instructional Practices
    Susan Chambers Cantrell and Tiffany R. Wheeler
      Classroom Scenario 4.1 - Connecting Geologic and Biologic History to Students' Lives
      Brittany Manion
      Classroom Scenario 4.2 - PWIM
      Emily D. Banks
  • Chapter 5
    Discourse and Culturally Responsive Instruction
    Pamela Knuckles Correll
      Classroom Scenario 5.1 - Implementing Accountable Talk in the Elementary Classroom
      Ashley Mangum
  • Chapter 6
    Critical Consciousness
    Rebecca Powell and Victor Malo-Juvera
      Classroom Scenario 6.1 - Blessing Bags
      Anita Johnson
      Classroom Scenario 6.2 - Plastic in the Ocean
      Margot Schenning
      Classroom Scenario 6.3 - Ghost Boys Reading Enrichment Unit
      Kala Damron
      Classroom Scenario 6.4 - Critical Consciousness
      Annabeth Edens
  • About the Authors
Dr. Rebecca Powell is Professor Emeritus and former Director of the Center for Culturally Relevant Pedagogy at Georgetown College. She currently works as an independent consultant in culturally and linguistically responsive instruction, and serves as an instructional coach for Project PLACE at the University of Kentucky, a federal grant project funded through the US Department of Education Office of English Language Acquisition. In this role, she works in both urban and rural schools and supports teachers in their implementation of the various CRIOP elements. Dr. Powell was a primary developer of the Culturally Responsive Instruction Observation Protocol (CRIOP), an observation research instrument and framework for guiding teachers' growth in culturally responsive instruction. She helped to develop the CRIOP training manual and for the past several years, has assisted in training researchers across the United States in using the CRIOP observation instrument. Dr. Powell has written or co-edited four other books: Literacy as a Moral Imperative: Facing the Challenges of a Pluralistic Society; Straight Talk: Growing as Multicultural Educators; Toward a Literacy of Promise: Joining the African American Struggle (with Linda Spears-Bunton), and Literacy for All Students: An Instructional Framework for Closing the Gap (with Elizabeth Rightmyer). She has authored over thirty book chapters, journal articles and monographs in literacy and equity pedagogy, and has published in diverse journals such as Linguistics and Education, Journal of Early Childhood Literacy, The Reading Teacher, and Teachers College Record. Dr. Powell is a graduate of The College of Wooster and received her M.Ed. degree from the University of North Carolina-Chapel Hill and Ed.D. from the University of Kentucky.

Dr. Susan Chambers Cantrell is a professor of Literacy in the Department of Curriculum and Instruction at the University of Kentucky, where she teaches courses in literacy education. Her research is focused on teachers' professional learning, efficacy development, and instructional change, particularly for underserved students.

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