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 7: Social Justice and Action - Alma Flor Ada, Pam Munoz, and Paul Yee
Overview
Authors and Literary Works
Video Summary
Teaching Strategies
Commentary
Student Work
Resources
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

Books

Bigelow, Bill, et al., eds. Rethinking Our Classrooms: Teaching for Equity and Justice, Volume Two. Milwaukee: Rethinking Schools Publications, 2001.
This volume includes articles, curriculum ideas, lesson plans, poetry, and resources related to teaching social justice in the classroom. For more resources from Rethinking Schools, visit www.rethinkingschools.org.

Busching, Beverly, and Betty Ann Slesinger. It's Our World Too: Socially Responsive Learners in Middle School Language Arts. Urbana, IL: NCTE, 2002.
This resource for teachers discusses the use of significant social issues to enhance the teaching of literacy and communication skills through inquiry and collaborative learning.

Cho, Eunice Hyunhye, Francisco Arguelles Paz y Puente, Miriam Ching Yoon Louie, and Sasha Khokha. Building a Race and Immigration Dialogue in the Global Economy (BRIDGE): A Popular Education Resource for Immigrant and Refugee Community Organizers. Oakland: National Network for Immigrant and Refugee Rights, 2004.
This collection of exercises and tools for teaching about immigration, race, and migrant workers' rights includes a variety of activities, discussion questions, and fact sheets.

Cummins, Jim. Negotiating Identities: Educating for Empowerment in a Diverse Society. Ontario: California Association of Bilingual Education, 1996.
This book offers an overview of issues of language, bilingualism, and diversity within the context of our schools and our society.

Freire, Ana Maria Araújo, and Donaldo Macedo, eds. The Paulo Freire Reader. New York: Continuum, 1998.
This collection includes excerpts from Freire's Pedagogy of the Oppressed, Education for Critical Consciousness, Pedagogy in Process, Learning to Question, and other works.

Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1993.
Freire's manifesto details the political significance of critical pedagogy.

Freire, Paulo, and Donaldo Macedo. Literacy: Reading the Word and the World. South Hadley, M.A.: Bergin & Garvey, 1987.
This practical and inspirational guide treats literacy in its broadest sense, examining its relationship to politics, culture, and social relationships.

Olson, Laurie, and Ann Jaramillo. Turning the Tides of Exclusion: A Guide for Educators and Advocates for Immigrant Students. Oakland: California Tomorrow, 1999.
This guide, based on California Tomorrow's 15 years of research and work, seeks to provide schools with strategies and tools to better serve language minority and immigrant students, as well as other young people who may be marginalized in schools.

Ramírez, J. David, Sandra D. Yuen, and Dena R. Ramey. Final Report: Longitudinal Study of Structured Immersion Strategy, Early-Exit, and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children. San Mateo, CA: Aguirre International, 1991.
This study examines three different methods of teaching students with limited English proficiency.

Rigg, Pat, and Virginia G. Allen, eds. When They Don't All Speak English: Integrating the ESL Student Into the Regular Classroom. Urbana, IL: NCTE, 1989.
This collection of essays describes techniques for working with English as a second language (ESL) students in the classroom.

Periodicals

Lindeman, Betsy. "Speaking Their Language: Successfully Reaching out to Immigrant Parents Just Requires a Few Simple Steps -- Pathways to Reach Every Learner." Instructor (September 2002):34-35.
In this article, Lindeman lists ways teachers can successfully involve parents of bilingual children in their children's education.

Moll, L. C., C. Armanti, D. Neff, and N. Gonzalez. "Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms." Theory Into Practice (Spring 1992): 132-41.
Dr. Luis Moll and colleagues at the University of Arizona developed the concept of "Funds of Knowledge," a method of culturally responsive teaching that engages students by drawing upon their home and community resources.

Web Sites

Center for Multilingual, Multicultural Research
http://www-bcf.usc.edu/~cmmr/
The University of Southern California's site for multilingual and multicultural education offers many articles and resources about educational policies as well as about methods for teaching and assessing bilingual education.

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