Details

Who's In My Classroom?


Who's In My Classroom?

Building Developmentally and Culturally Responsive School Communities
1. Aufl.

von: Gess LeBlanc, Tim Fredrick

25,99 €

Verlag: Wiley
Format: PDF
Veröffentl.: 11.08.2021
ISBN/EAN: 9781119824145
Sprache: englisch
Anzahl Seiten: 320

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Beschreibungen

<p><b>Capitalize on the latest educational research and youth voices to inform your teaching and become more culturally and developmentally aware</b></p> <p>In <i>Who's In My Classroom?</i>, accomplished educator and author delivers an inspirational and practical combination of true stories from teens in Youth Communication's award-winning writing program and the most current educational research. The book links theories of adolescent development and identity formation to best practices in real-world classrooms where teachers strive to form supportive relationships with students.</p> <p>In this book, you'll find:</p> <ul> <li>Narrative and explanations of the most cutting-edge research in educational and developmental psychology and cultural competence</li> <li>Excerpts from stories by students specifically written and edited with social and emotional learning competencies in mind</li> <li>Practical and concrete strategies for administrators and teachers to implement for sustainable improvement in learning outcomes for their students, including the use of Youth Communication’s stories</li> </ul> <p>Perfect for K-12 educators, counselors, and administrators, <i>Who's In My Classroom?</i> is also an indispensable resource for higher education professionals and pre-service teachers seeking a practical guide to help them become more developmentally and culturally responsive in their work.</p>
<p>Introduction</p> <p>Chapter 1: An Introduction to Developmentally and Culturally Responsive Teaching (DCRT)</p> <p>Chapter 2: Recognizing and Undoing Bias—How Teachers’ Beliefs Impact Students</p> <p>Chapter 3: How Schools Influence Our Beliefs about Ourselves</p> <p>Chapter 4: How Schools Shape Gender and Racial Identity Development</p> <p>Chapter 5: How Stress and Trauma Affect Learning</p> <p>Chapter 6: How We Can Help Students Heal and Do Better in School</p> <p>Chapter 7: The Change Process</p> <p>Chapter 8: Reaching DCRT Goals through True, Teen-Written Stories</p> <p>Acknowledgments</p> Index
<p><b>GESS LEBLANC, P<small>H</small>D,</b> belongs to the Hunter College School of Education. He is the Co-founder of Hunter’s Urban Center for Assessment, Research, and Evaluation and Co-founder of the college’s MA Program in Educational Psychology. He is a sought-after speaker and writer on the subject of culturally responsive teaching.</p> <p><b>TIM FREDRICK, P<small>H</small>D,</b> is Senior Director of Education Programs at Youth Communication where he oversees social and emotional learning programs and professional development. He is a teacher and teacher educator with 20 years’ experience working with students in kindergarten through graduate school. <p><b>YOUTH COMMUNICATION</b> provides professional development based on true stories by teens that helps educators work with students to strengthen the social, emotional, and literacy skills they need to achieve their academic and life goals.
<p><i>Who’s in My Classroom? </i>combines the latest research in educational and developmental psychology with excerpts from powerful personal essays by more than 50 high school students that illuminate the research findings.</p> <p>Dr. Gess LeBlanc, a culturally responsive teaching expert, shows how to use the research and the young people’s experiences to support students’ well-being and academic achievement. The student stories show how race, gender, trauma, homelessness, poverty, disability, and other challenges interact with teacher practices and school policies to affect student persistence and performance. <p>From the research and the stories, Dr. LeBlanc distills best practices for building school cultures of belonging and achievement. <p>Perfect for grade 6-12 educators, counselors and administrators, and for higher education professionals and teachers in training who seek practical and compelling resources for building developmentally and culturally responsive schools and classrooms.
<p>“In <i>Who’s In My Classroom?</i> Dr. LeBlanc does what great teachers do: he brings complex and crucial ideas to life in the everyday world of kids. He does this by curating and synthesizing today’s best social science research and connecting that research to students’ lived experiences, as described by the kids themselves. It is one thing to understand the most classroom-relevant research, it is quite another—and far more powerful—to understand its implications from our students’ perspectives. Dr. LeBlanc’s book will inform and compell research-minded and kid-focused educators everywhere.”</p> <p> </p> <p>-          Mayme Hostetter, President of Relay Graduate School of Education</p> <p> </p> <p> </p> <p>“The purpose of education is to produce young people who can understand themselves and the world in order to navigate challenges through the common good. <i>Who's in My Classroom?</i> offers us a glimpse at the hopes, dreams, and expectations of these youth by centering their voices, their experiences, and their strengths. Featuring the perspectives of over sixty students, it is a must read of every educator seeking to hone their craft.”</p> <p> </p> <p>-          David Adams, Chief Executive Officer of The Urban Assembly</p> <p> </p> <p> </p> <p><i>“Who’s in My Classroom?</i> is a vital resource for new and experienced teachers who truly want to connect to their students by bringing developmentally appropriate and culturally responsive practices to their work.  Dr. LeBlanc distills the best research on building supportive classrooms, especially for Black and Brown students, while the stories from the teen writers at Youth Communication bring the research to life.  Educators will see themselves and their students in these writers’ stories.  They will be moved by the students’ vivid descriptions of teachers who make them feel welcome and motivated to learn.  The practical advice at the end of each chapter is precisely what teachers and schools need to bring students’ lives, experiences, strengths, and culture into the center of the educational enterprise.”</p> <p> </p> <p>- Lisa Delpit, best-selling author of <i>Teaching When the World is on Fire</i> and <i>Other People’s Children</i></p> <p><i> </i></p> <p><i>“Who’s in My Classroom?</i> is a must read for teachers and more importantly for any professional who is trying to figure out what it means to create equitable, engaging learning environments that allow young people to be their full selves. I’ve read (and contributed to) research-informed practice guides. The book is a "here’s why" guide<i> </i>that skillfully uses young people’s stories to bring home the obvious: learning is social and emotional. The stories show the specific types of power that teachers have (starting with the power to make assumptions). That opens the door for delivering incredibly specific advice for how to make young people feel like they are trusted and valued, and the powerful impact that has on a young person’s ability to be present and enthusiastic about learning. This is a masterpiece.”</p> <p> </p> <p>-          Karen Pittman, Senior Fellow of The Forum for Youth Investment</p> <p>“This is an important and timely book. It’s clear that teachers need to know more than their subject area to be effective educators. Students benefit when their teachers also have a foundation in child and adolescent development and are culturally responsive. This book will help teachers develop in both domains. It makes effective use of the student writing that Youth Communication has published over the years by aligning the students’ stories to a developmental framework. The student writing is compelling. It complements the academic and theoretical learning found in most teacher professional development programs and will help even veteran teachers build the relationships with students that can spur academic motivation.”</p> <p> </p> Larry Woodbridge, Former Senior Executive Director of the New York City Department of Education’s Office of Leadership

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