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"Sobel, Donna M"
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Culturally responsive pedagogy : teaching like our students' lives matter
\"At its core, culturally responsive pedagogy represents a professional philosophy that is based on teachers' fundamental commitment to students' success. Authors Taylor and Sobel believe that teachers want to approach their teaching from the pivotal point that each of their students' lives matter. Working from a broad perspective of culture, the authors view culturally responsive teaching as a contextual and situational process for both teachers and students - all students - including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences as well as students who are members of the society's 'mainstream' cultural, linguistic, and socio-economic background. Recognizing that teachers are conduits of culture regardless of what content they teach, the authors assert that when culture is coupled with pedagogy the result involves a complex and comprehensive mix of knowledge and skills for teachers to use to engage a diverse student population This book is intended as a guide and practical discussion for K-12 teachers who are committed to culturally responsive pedagogy and recognize the structural inequalities in society that are reflected in its schools. Such teachers acknowledge that schools have a history of failing to serve students who are outside of the 'mainstream' culture. For those teachers who recognize the sociopolitical nature of education and the role their own cultural background and privilege play in their work as a professional educator, they will find meaningful applications of research-based exemplars used to create and manage rigorous learning environments that maximize students' opportunities to learn\"--Publisher's website.
Book
Blueprint for the Responsive Classroom
Students with disabilities and their families from culturally and linguistically diverse backgrounds face a lifetime of challenges due to unequal delivery of quality instruction, the exclusion of appropriate assessment, and the lack of accountability for student outcomes. Prompted by a school district's effort to operationalize a new teacher standard on diversity, Sobel and Taylor create a standards-based observation that is perspective to students' diverse needs and background.
Journal Article
Teacher evaluation standards in practice: A standards-based assessment tool for diversity-responsive teaching
Although there is no question about the need for preservice and inservice teachers to have the skills to meet the diverse needs of students in todays classrooms, the issue of how to assess those same skills has proved to be problematic. This article reports on a joint effort by faculty from an urban university and a large public school district to create an observation tool that will assess and mentor preservice and inservice teachers' abilities to address issues of diversity in their classrooms meaningfully. The authors will first report on missions and background information representing both the university and the school district and then on the development of a standards-based assessment tool. Lastly, suggestions that compliment a comprehensive body of evidence of teacher evaluation will be discussed.
Journal Article
Shared Accountability
This article reports on a team effort by faculty from a public school district and an urban university to create an observation tool to be used to evaluate and mentor preservice and inservice teachers' abilities to address issues of classroom diversity. The observation tool is provided, along with implementation suggestions. (Contains references.) (CR)
Journal Article
Here Comes the Sun Team
This article highlights the SUN team, a Colorado collaborative inclusion team which resulted in enhanced classroom and school practices and programming for students with significant educational needs. It describes the collaborative program development and design, outcomes during and after the intervention, and benefits at the district-level special education department. (CR)
Journal Article
Diversity Preparedness in Teacher Education
In a recent study, 80 percent of teachers polled reported feeling ill-equipped to teach diverse populations. To address this problem and others, Professional Development School initiatives have been working since the 1990s to transform teacher education. Collaborative professional relationships between universities and school district partners have created dynamic, complex, and comprehensive training grounds for preservice teachers. Sobel and Taylor elaborate further on the matter.
Journal Article
Here Comes the SUN Team!: Collaborative Inclusion at Work
This inclusion model resulted in enhanced classroom and school practices and programming for students with significant educational needs.
Journal Article