Additional resources for classroom use
Weinstein et al., Culturally Responsive Classroom Management: Awareness Into Action (pp. 269-276)
1. Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. NY: Teachers College Press.
Ballenger, an experienced preschool teacher, shares the challenges she encounters as a White, middle-class teacher in an all-Haitian preschool. Of particular interest is Chapter 4, in which Ballenger describes her efforts to understand the management problems she is experiencing and her decision to adopt Haitian discourse style in order to solve the problem of disorder in her classroom.
2. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Gay explains the concept of culturally responsive teaching and discusses how it can improve the school performance of underachieving students of color. Among the topics she includes are the power of teacher caring, the importance of ethnic and cultural diversity in curriculum content, and the relationship between culture and communication.
3. Grossman, H. (1995). Classroom behavior management in a diverse society (2nd ed.). Mountain View, CA: Mayfield Publishing Co.
In this comprehensive text on classroom management, Grossman emphasizes ways to prevent behavior problems from occurring, group management strategies for resolving problems, and strategies for helping individual students with particular problems. Throughout the text, he highlights ways of working with students from varied cultural, ethnic, racial, socioeconomic, and linguistic backgrounds.
4. Tolerance.org web site www.tolerance.org
A web project of the Southern Poverty Law Center, Tolerance.org encourages teachers, parents, teenagers, and children to “fight hate and promote tolerance.” Includes a link to Teaching Tolerance, a semi-annual magazine that presents innovative, useful strategies and is available free of charge to teachers.
Delpit and White-Bradley, Educating or Imprisoning the Spirit: Lessons From Ancient Egypt (pp. 283-288)
1. Miner, B. (1998). Embracing Ebonies and teaching standard English: An interview with Oakland teacher Carrie Secret. In T. Perry & L. Delpit (Eds.), The real Ebonics debate: Power, language, and the education of African-American children. Boston: Beacon Press.
Written in the author’s own words, this article describes the work of a gifted African American teacher who uses African culture and heritage to teach her low-income African American students in Oakland California. Secret’s students consistently score in the top 10% of all students on standardized tests. Both her content and strategies are steeped in African philosophy. Also available at www.rethinkingschools.org.
2. Hilliard, A. (1998). SBA: The reawakening of the African mind. Gainesville, FL: Makare Publishers.
Hilliard’s work is the premier source for understanding both Ma’at and more generalized African philosophical views of education and their connection to today’s classrooms. With a discussion of Ma’at, African healers, and African thought, Hilliard explains that to ensure success for African American students, the goal of education must be to live up to African cultural principles and values.
3. Hilliard, A. (2002). African power: Affirming African indigenous socialization in the face of the culture wars. Gainesville, FL: Makare Publishing
This fine text is a call to socialize African children within an African cultural context in face of mainstream cultural ideals that threaten to destroy them. Education can only be sound if children are socialized into valuing and building themselves and their community.
McLaughlin and Bryan, Learning From Rural Mexican Schools About Commitment and Work (pp. 289-295)
1. Ballenger, C. (1995). Because you like us: The language of control. Harvard Educational Review, 62(2), 199-208.
Ballenger’s fine article tells a story of her work with Haitian children in an elementary school classroom. She was struggling with her students’ poor behavior and decided to talk with Haitian teachers’ aides and parents. From them she learned a valuable cultural lesson: that positive social control was created when she appealed to students’ sense of right and wrong, predicated on a higher authority (the family, the church, a spiritual belief). The article is a tonic reminder that seeking advice from people who are culturally linked to one’s students can change perceptions and actions.
2. Charney, R.S. (1997). Habits of goodness: Case studies in the social curriculum. Greenfield, MA: Northeast Foundation for Children.
This is one of a number of books published by the Northeast Foundation, a fine source of materials about the social curriculum, particularly in elementary schools. The case studies in the book were authored by teachers and contain engaging and practical examples for educators. Brief examples of classroom and school-wide social work can be found in Responsive Classroom, the organization’s journal aimed at integrating social and academic skills.
3. Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.
Lickona went on the road to visit teachers around the country and his book offers scores of real-life stories about how teachers and schools promote respect and responsibility, the keystones of “character.” Although the book does not include much information about students’ jobs in school, it does devote one chapter to the “quality of craft,” which focuses on ways to help students develop a good work ethic. This text is still one of the best resources for developing strategies, such as class meetings (to develop social control) and contracts with students (to develop self control).
McCarthy and Benally, Classroom Management in a Navajo Middle School (pp. 296-304)
1. Armstrong, N.M. (1994). Navajo long walk. Lanham, MD: Roberts, Rinehart.
This is a nicely illustrated chapter book about a young boy’s experiences on the Navajo Long Walk and the survival skills he learned from the experienced.
2. McCarty. T. (2002). A place to be Navajo. Mahwah, NJ: Erlbaum.
This book is a great account of a school developed in a Navajo community to transmit cultural values and language to the next generation. An inspiring look at the struggles and triumphs of the endeavor written by someone immersed in the experience.
3. O’Dell, S. (1970). Sing down the moon. New York: Dell Laurel-Leaf.
This is an extremely popular book with middle school students. It tells the story of young Navajos and their experiences on their forced march from their homes in the Canyon de Chelly in Arizona to Fort Sumner in New Mexico. The text gives a good overview of the history of the Navajo in the 1800s and the dramatic changes brought about in their lives with the arrival of the Spaniards and White soldiers and settlers.
Norris, Looking at Classroom Management Through a Social and Emotional Learning Lens (pp. 313-318)
1. Charney, R.S. (1992). Teaching children to care: Management in the responsive classroom. Greenfield, MA: Northeastern Foundation for Children.
This book provides educators with practical and field-tested strategies for the classroom. It gives a theoretical framework for looking at ways of infusing emotional well-being into the realities of life in the classroom. The stories, vignettes, and anecdotes make for reading that is easily accessible.
2. Elias, M.J., Tobias, S.E., & Friedlander, B.S. (1999). Emotionally intelligent parenting. New York: Harmony Books. and Elias, M.J., Tobias, S.E., & Friedlander, B.S. (2002). Raising emotionally intelligent teenagers: Guiding the way for compassionate, committed, courageous adults. New York: Three Rivers Press.
Because schools cannot do it alone, nor should they, these books specifically address students’ first teachers. In these pages parents gain knowledge and learn skills and techniques that can easily be translated to the home. Listening skills, impulse control, decision making and problem solving are taught in a practical, light-hearted manner that gets results.
3. The Collaborative for Academics, Social and Emotional Learning (CASEL) website: www.casel.org
This website is an outstanding source for information about SEL, character education and related issues. It provides the visitor with information about recent research in the area, simple assessment tools for making decisions about how to implement SEL into classrooms and schools, and workshops available around the U.S. that provide training and professional development. The links to other like-minded sites make this a mandatory first stop for entering the world of SEL.
4. Lieber, C.M., Lantieri, L., & Roderick, T. (1998). Conflict resolution in the high School: 36 lessons. Cambridge, MA: Educators for Social Responsibility.
There are hundreds of workbooks available to elementary school teachers that provide ready to-teach lessons for the classroom. This is an excellent resource for teachers of older students. Of course, my recommendation would be to read the lessons and initially teach them as the social skills and then adapt the strategies to academic content for ongoing practice and reinforcement.
Wentzel, Motivating Students to Behave in Socially Competent Ways (pp. 319-326)
1. Dalton, J. & Watson, M. (1997). Among friends: Classrooms where caring and learning prevail. Oakland, CA: Developmental Studies Center.
This curriculum guide offers practical ideas for building caring communities in elementary classrooms. The book illustrates how teachers can promote intellectual, social, and moral development across the curriculum.
2. Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
This book describes ways to cultivate students’ individual differences and strengths in an atmosphere of caring and community. Noddings presents practical issues that arise when organizing curriculum around themes of caring. Her examples of students and how schools can address their needs in multiple domains, include teaching, the development of friendships, and the self.
3. Schaps, E., Battistich, V., & Solomon, D. (1997). School as a caring community: A key to character. In A. Molnar (Ed.), The construction of children’s character. Yearbook of the National Society for the Study of Education, 96th, pt. 2 (pp. 127139). Chicago: University of Chicago Press.
In this article, the authors discuss how to foster intellectual and social competence through the establishment of caring communities in schools. The Child Development Project, a school-wide reform implemented by the authors for use in elementary schools, also is described and evaluated.
Soodak, Classroom Management in Inclusive Settings (pp. 327-333)
1. Sapon-Shevin, M. (1999). Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. Boston: Allyn & Bacon.
This book provides teachers with ideas for creating an inclusive and democratic classroom. Suggestions are given for activities, games, and children’s books that can easily be used to promote courage, inclusion, value, integrity, cooperation, and safety for all learners.
2. Janney, R., & Snell, M.E. (2000). Teachers’ guides to inclusive practices: Behavioral support. Baltimore: H. Paul Brookes.
This brief, practical book is part of the Teachers’ Guides to Inclusive Practices series, which are designed for special and general educators, related service providers, and administrators to effectively manage and teach in inclusive classrooms. This book provides field-tested ideas to manage classroom behavior and teach social skills in inclusive classroom. Reproducible forms are included.
3. Center for Effective Collaboration and Practice web site www.air.org/cecp
This federally funded web site is devoted to providing information to improve services to students at risk of developing or having emotional and behavioral disabilities. In addition to valuable information on topics such as prevention strategies and functional behavioral assessment, the site includes interactive discussion forums and links to other organizations and web sites.
Curran, Linguistic Diversity and Classroom Management (pp. 334-340)
1. Home page of James Crawford http://ourworld.compuserve.com/homepages/ JWCRAWFORD/
Crawford is an independent writer and lecturer who specializes in the politics of language. His web page is a wealth of up-to-date information about language issues–including bilingual education, the English-only movement, and language rights in the United States.
2. ESL Standards for Pre-K-12 Students web site www.tesol.org/assoc/k 12standards/index.html
Part of the TESOL (Teachers of Speakers of Other Languages) web site, this page offers links to many resources for use while building a framework for the implementation, integration, and management of the assessment process of the ESL standards. Suggestions are offered for how teachers can best meet the needs of their ESL students. Guides for parents and administrators are available as well.
3. Lightbown, P., & Spada, N. (1993). How languages are learned. Oxford, UK: Oxford University Press.
This accessible text offers valuable information about learning a first language, theories of second language learning, factors affecting second language learning, second language learning in the classroom, and popular ideas about language learning. A glossary of key terms in second language research and teaching is included. An excellent resource for the basics on language acquisition delivered in a friendly manner.
INDEX TO VOLUME XLII
Abrams, Lisa M., Pedulla, Joseph J., & Madaus, George F. Views From the Classroom: Teachers’ Opinions of Statewide Testing Programs, 18-29.
Additional Resources for Classroom Use, 84-88, 163167,261-264, 353-356.
Applying Learner-Centered Principles in Teacher Education. Jean W. Pierce & Deborah L. Kalkman, 127-132.
Applying Learner-Centered Principles to Middle School Education. Judith L. Meece, 109-116.
Applying the LCPs to High School Education. Elizabeth Weinberger & Barbara L. McCombs, 117-126.
Applying the Learner-Centered Principles to the Special Case of Literacy. Bill Bansberg, 142-150.
Artiles, Alfredo J., L6pez-Torres, Laura, & HoffmanKipp, Peter. Beyond Reflection: Teacher Learning as Praxis, 248-254.
Bansberg, Bill. Applying the Learner-Centered Principles to the Special Case of Literacy, 142-150.
Benally, Joe, & McCarthy, Jane. Classroom Management in a Navajo Middle School, 296-304.
Beyond Reflection: Teacher Learning as Praxis. Peter HoffmanKipp, Alfredo J. Artiles, & Laura L6pezTorres, 248-254.
Birmingham, Carrie. Practicing the Virtue of Reflection in an Unfamiliar Cultural Context, 188-194.
Book Reviews, 159-162,255-260,351-352.
Brown, Dave F. Urban Teachers’ Use of Culturally Responsive Management Strategies, 277-282.
Bryan, Lynn A., & McLaughlin, H. James. Learning From Rural Mexican Schools About Commitment and Work, 289-295.
Chudowsky, Naomi, & Pellegrino, James W. LargeScale Assessments That Support Learning: What Will It Take? 75-83.
Clarke, Marguerite, & Gregory, Kelvin. High-Stakes Assessment in England and Singapore, 66-74.
Clarke, Marguerite, & Gregory, Kelvin. This Issue: The Impact of High-Stakes Testing, 2-3.
Classroom Management in a Navajo Middle School. Jane McCarthy & Joe Benally, 296-304.
Classroom Management in inclusive Settings. Leslie C. Soodak, 327-333.
Cross, Beverly. Learning or Unlearning Racism: Transferring Teacher Education Curriculum to Classroom Practices, 203-209.
Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Tyrone C. Howard, 195-202.
Culturally Responsive Classroom Management: Awareness Into Action. Carol Weinstein, Mary Curran, & Saundra Tomlinson-Clarke, 269-276.
Curran, Mary Elizabeth. Linguistic Diversity and Classroom Management, 334-340.
Curran, Mary, Tomlinson-Clarke, Saundra, & Weinstein, Carol. Culturally Responsive Classroom Management: Awareness Into Action, 269-276.
Daniels, Denise H., & Perry, Kathryn E. “Learner-Centered” According to Children, 102-108.
Delpit, Lisa, & White-Bradley, Paula. Educating or Imprisoning the Spirit: Lessons from Ancient Egypt, 283-288.
Developing Cultural Critical Consciousness and SelfReflection in Preservice Teacher Education. Geneva Gay & Kipchoge Kirkland, 181-187.
Duffy, Mark, & Goertz, Margaret. Mapping the Landscape of High-Stakes Testing and Accountability Programs, 4-11.
Educating or Imprisoning the Spirit: Lessons from Ancient Egypt. Lisa Delpit & Paula White-Bradley, 283-288.
Examining Middle School Inclusion Classrooms Through the Lens of Learner-Centered Principles. Ilda Carreiro King, 151-158.
Ford, Donna Y., & Grantham, Tarek C. Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking, 217-225.
Framework for the Redesign of K-12 Education in the Context of Current Educational Reform, A. Barbara L. McCombs, 93-101.
Gay, Geneva, & Kirkland, Kipchoge. Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education, 181 – 187.
Goertz, Margaret, & Duffy, Mark. Mapping the Landscape of High-Stakes Testing and Accountability Programs, 4-11.
Grantham, Tarek C., & Ford, Donna Y. Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking, 217-225.
Gregory, Kelvin, & Clarke, Marguerite. High-Stakes Assessment in England and Singapore, 66-74.
Gregory, Kelvin, & Clarke, Marguerite. This Issue: The Impact of High-Stakes Testing, 2-3.
Gulek, Cengiz. Preparing for High-Stakes Testing, 4250.
Gunzenhauser, Michael G. High-Stakes Testing and the Default Philosophy of Education, 51-58.
High-Stakes Assessment in England and Singapore. Kelvin Gregory & Marguerite Clarke, 66-74.
High-Stakes Testing and Students: Stopping or Perpetuating a Cycle of Failure? Catherine Horn, 30-41.
High-Stakes Testing and the Default Philosophy of Education. Michael G. Gunzenhauser, 51-58.
Hoffman-Kipp, Peter, Artiles, Alfredo J., & L6pezTorres, Laura. Beyond Reflection: Teacher Learning as Praxis, 248-254.
Hombo, Catherine M. NAEP and No Child Left Behind: Technical Challenges and Practical Solutions, 59-65.
Horn, Catherine. High-Stakes Testing and Students: Stopping or Perpetuating a Cycle of Failure? 30-41.
Howard, Tyrone C. Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection, 195-202. Importance of Technology for Making Cultural Values Visible, The. Xiaodong Lin & Charles K. Kinzer, 234-242.
Issues in High-Stakes Testing Programs. Finbarr C. Sloane & Anthony E. Kelly, 12-17.
Jungst, S., Thompson, J., & Licklider, B. Learner-Centered Teaching: Post-Secondary Strategies That Promote “Thinking Like a Professional,” 133-141.
Kalkman, Deborah L., & Pierce, Jean W. Applying Learner-Centered Principles in Teacher Education, 127-132.
Kelly, Anthony E., & Sloane, Finbarr C. Issues in HighStakes Testing Programs, 12-17.
King. Ilda Carreiro. Examining Middle School Inclusion Classrooms Through the Lens of Learner-Centered Principles, 151-158.
Kinzer, Charles K., & Lin, Xiaodong. The Importance of Technology for Making Cultural Values Visible, 234-242.
Kirkland, Kipchoge, & Gay, Geneva. Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education, 181-187.
Large-Scale Assessments That Support Learning: What Will It Take? Naomi Chudowsky & James W. Pellegrino, 75-83.
“Learner-Centered” According to Children. Denise H. Daniels & Kathryn E. Perry, 102-108.
Learner-Centered Teaching: Post-Secondary Strategies That Promote “Thinking Like a Professional.” J. Thompson, B. Licklider, & S. Jungst, 133-141.
Learning From Rural Mexican Schools About Commitment and Work. H. James McLaughlin & Lynn A. Bryan, 289-295.
Learning or Unlearning Racism: Transferring Teacher Education Curriculum to Classroom Practices. Beverly Cross, 203-209.
Licklider, B., Jungst, S., & Thompson, J. Learner-Centered Teaching: Post-Secondary Strategies That Promote “Thinking Like a Profession al,” 133-141.
Lin, Xiaodong, & Kinzer, Charles K. The Importance of Technology for Making Cultural Values Visible, 234-242.
Linguistic Diversity and Classroom Management. Mary Elizabeth Curran, 334-340.
Looking at Classroom Management Through a Social and Emotional Learning Lens. Jacqueline A. Norris, 313-318. Lopez-Torres, Laura, Hoffman-Kipp, Peter, & Artiles, Alfredo J. Beyond Reflection: Teacher Learning as Praxis, 248-254.
Madaus, George F., Abrams, Lisa M., & Pedulla, Joseph J. Views From the Classroom: Teachers’ Opinions of Statewide Testing Programs, 18-29.
Mapping the Landscape of High-Stakes Testing and Accountability Programs. Margaret Goertz & Mark Duffy, 4-11.
McCarthy, Jane, & Benally, Joe. Classroom Management in a Navajo Middle School, 296-304.
McCombs, Barbara L. A Framework for the Redesign of K-12 Education in the Context of Current Educational Reform, 93-101.
McCombs, Barbara L. This Issue: Learner-Centered Principles: A Framework for Teaching, 90-92.
McCombs, Barbara L., & Weinberger, Elizabeth. Applying the LCPs to High School Education, 117-126.
McLaughlin, H. James, & Bryan, Lynn A. Learning From Rural Mexican Schools About Commitment and Work, 289-295.
Meece, Judith L. Applying Learner-Centered Principles to Middle School Education, 109-116.
Mentoring, Reflection, and Reciprocal Journaling. Linda C. Tillman, 226-233.
Milner, H. Richard. Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching, 173-180.
Milner, H. Richard. This Issue: Teacher Reflection and Race in Cultural Contexts, 170-172.
Motivating Students to Behave in Socially Competent Ways. Kathryn R. Wentzel, 319-326.
NAEP and No Child Left Behind: Technical Challenges and Practical Solutions. Catherine M. Hombo, 59-65.
No Time Like the Present: Reflecting on Equity in School Mathematics. Celia Rousseau & William Tate, 210-216.
Noguera, Pedro A. Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices, 341-350.
Norris, Jacqueline A. Looking at Classroom Management Through a Social and Emotional Learning Lens, 313-318.
Pedulla, Joseph J., Madaus, George F., & Abrams, Lisa M. Views From the Classroom: Teachers’ Opinions of Statewide Testing Programs, 18-29.
Pellegrino, James W., & Chudowsky, Naomi. LargeScale Assessments That Support Learning: What Will It Take? 75-83.
Perry, Kathryn E., & Daniels, Denise H. “Learner-Centered” According to Children, 102-108.
Pierce, Jean W., & Kalkman, Deborah L. Applying Learner-Centered Principles in Teacher Education, 127-132.
Practicing the Virtue of Reflection in an Unfamiliar Cultural Context. Carrie Birmingham, 188-194.
Preparing for High-Stakes Testing. Cengiz Gulek, 42-50.
Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking. Donna Y. Ford & Tarek C. Grantham, 217-225.
Rousseau, Celia, & Tate, William. No Time Like the Present: Reflecting on Equity in School Mathematics, 210-216.
Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices. Pedro A. Noguera, 341-350.
Sharp, Kathleen M. Teacher Reflection: A Perspective from the Trenches, 243-247.
Sloane, Finbarr C., & Kelly, Anthony E. Issues in HighStakes Testing Programs, 12-17.
Soodak, Leslie C. Classroom Management in Inclusive Settings, 327-333.
Tate, William, & Rousseau, Celia. No Time Like the Present: Reflecting on Equity in School Mathematics, 210-216.
Teacher Reflection: A Perspective from the Trenches. Kathleen M. Sharp, 243-247.
Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching. H. Richard Milner, 173-180.
This Issue: The Impact of High-Stakes Testing. Marguerite Clarke & Kelvin Gregory, 2-3.
This Issue: Learner-Centered Principles: A Framework for Teaching. Barbara L. McCombs, 90-92.
This Issue: Teacher Reflection and Race in Cultural Contexts. H. Richard Milner, 170-172.
This Issue: Classroom Management in a Diverse Society. Carol Weinstein, 266-268.
Thompson, J., Licklider, B., & Jungst, S. Learner-Centered Teaching: Post-Secondary Strategies That Promote “Thinking Like a Professional,” 133-t41.
Tillman, Linda C. Mentoring, Reflection, and Reciprocal Journaling, 226-233.
Tomlinson-Clarke, Saundra, Weinstein, Carol, & Curran, Mary. Culturally Responsive Classroom Management: Awareness Into Action, 269-276.
Urban Teachers” Use of Culturally Responsive Management Strategies. Dave F. Brown, 277-282.
Views From the Classroom: Teachers’ Opinions of Statewide Testing Programs. Lisa M. Abrams, Joseph J. Pedulla, & George F. Madaus, 18-29.
Weinberger, Elizabeth, & McCombs, Barbara L. Applying the LCPs to High School Education, 117126.
Weiner, Lois. Why Is Classroom Management So Vexing to Urban Teachers? 305-312.
Weinstein, Carol, Curran, Mary, & Tomlinson-Clarke, Saundra. Culturally Responsive Classroom Management: Awareness Into Action, 269-276.
Weinstein, Carol. This Issue: Classroom Management in a Diverse Society, 266-268.
Wentzel, Kathryn R. Motivating Students to Behave in Socially Competent Ways, 319-326.
White-Bradley, Paula, & Delpit, Lisa. Educating or Imprisoning the Spirit: Lessons from Ancient Egypt, 283-288.
Why Is Classroom Management So Vexing to Urban Teachers? Lois Weiner, 305-312.
COPYRIGHT 2003 The Ohio State University, on behalf of its College of Education
COPYRIGHT 2004 Gale Group
