Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Teaching Multicultural Literature : A Workshop for the Middle Grades
Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5 Workshop 6 Workshop 7 Workshop 8
Workshop 1: Engagement and Dialogue
Authors and Literary Works
Video Summary
Teaching Strategies
Student Work
General Resources
Authors and Literary Works
Teaching Strategies
Additional Resources
Interactive Workbook -- Explore two poems using strategies from these workshops. Go.
Channel-Talk -- Share your views on the discussion board. Go.

Teaching Strategies


Counts, George. Dare the School Build a New Social Order? Carbondale, IL: Southern Illinois University Press, 1978.
In this treatise, Counts writes that students should not be isolated from society and that their education should be tied to their communities.

Fine, Michelle, and Lois Weis, eds. Construction Sites: Excavating Race, Class, and Gender Among Urban Youth. New York: Teachers College Press, 2000.
This book looks at the social and academic influences that affect the way students form identities, relations, and social movements.

Greene, Maxine. Releasing the Imagination: Essays on Education, the Arts, and Social Change. Hoboken, N.J.: Wiley, 1995.
Greene makes an argument for incorporating imagination and the arts in education to allow students to find ways to relate to material and express themselves in creative ways.

Lim, Shirley Geok-lin, and Amy Ling, eds. Reading the Literature of Asian America. Philadelphia: Temple University Press, 1992.
This guide contains tips for teaching Asian American literature.


Ling, Amy. "Teaching Asian American Literature." Heath Anthology Newsletter (Spring 1993).
This essay offers analysis and strategies for bringing Asian American texts into the classroom.

Niday, Donna, and Dale Allender. "Standing on the Border: Issues of Identity and Border Crossings in Young Adult Literature." ALAN Review (Winter 2000):60-63.
The authors use the ideas and terminology of border studies to create a framework that teachers can use with students in exploring identities in young adult literature.

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