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 8: Social Justice and Action - Joseph Bruchac and Francisco Jimenez
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

Ayers, William, Jean Ann Hunt, and Therese Quinn, eds. Teaching for Social Justice: A Democracy and Education Reader. New York: New Press, 1998.
This wide-ranging collection of articles and essays discusses topics such as adult literacy, education through social action, and community building.

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

Busching, Beverly, and Slesinger, Betty Ann. 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.

Livdahl, Barbara Smith, et al. Stories From Response-Centered Classrooms: Speaking, Questioning, and Theorizing From the Center of the Action. New York: Teachers College Press, 1995.
This book presents reflections on teaching with reader-response strategies.

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.

Susag, Dorothea M. Roots and Branches: A Resource of Native American Literature. Urbana, IL: NCTE, 1998.
Written for those teaching Native American literature and history, this book includes lessons, activities, and an extensive bibliography.

Tovani, Cris, and Keene, Ellin Oliver. I Read It, But I Don't Get It: Comprehension Strategies for Young Readers. Portland, ME: Stenhouse, 2000.
This resource provides practical strategies for teachers to help students improve their reading comprehension in the classroom.

Periodicals

Harper, Douglas. "Visual Sociology: Expanding Sociological Vision." The American Sociologist (Spring 1988):54-70. This article discusses the contributions and uses of photography in sociological research.

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.

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