Skip Navigation

Resources

Culturally Responsive Education (CRE)

The Context of Minority Disproportionality: Practitioner Perspectives on Special Education Referral (Article)

The article examines how the local contexts of school districts affect teacher’s perceptions of special education and students. The article is useful to practitioners because it gives insight into how teacher’s perceptions may be related to disproportionate outcomes.

Skiba, R.J., Simmons A., and others. “The Context of Minority Disproportionality: Practitioner Perspectives on Special Education Referral”. Teachers College Record. Volume 108, No. 7, 2006: 1424-1459.

The Dream Keepers: Successful Teachers of African American Children (BOOK)

The book explores the characteristics of successful teachers working in culturally and linguistically diverse classrooms. It is useful for practitioners who seek to understand what reflective, responsive and culturally relevant teaching practices look like.

Ladson-Billings, G. The Dream Keepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass, 1994.

A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners (PDF)

The tool from the National Center for Culturally Responsive Education Systems Training (NNCREST) provides an overview of how RtI can be understood and used with diverse learners. It is useful for practitioners because it offers insight into how RtI can extend beyond a policy prescription in order to truly be responsive to all learners.

Esparza Brown, J., and Doolittle, J. A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners. Washington, DC:  Office of Special Education Programs, U.S. Department of Education, 2008.

But that's Just Good Teaching! The Case for Culturally Relevant Pedagogy

The article discusses how CRE pedagogy was developed and provides examples of teachers that have demonstrated CRE principles in practice. It is useful for practitioners that seek to understand how CRE came to be and what it looks like in action.

Ladson-Billings, G. “But that's Just Good Teaching! The Case for Culturally Relevant Pedagogy.” Theory Into Practice, 34, 1995: 159-165.

But What Can I Do: Three Necessary Tensions in Teaching Teachers about Race (Article)

The article examines how teachers view the role of race and how they perceive their efficacy in pursuing racially just outcomes in practice. The article is useful for practitioners who seek to gain tools that will allow them to take theoretical ideas about race and justice and apply them to the classroom.

Pollock, M., Deckman, S., Mira, M., and Shalaby, C. “But What Can I Do: Three Necessary Tensions in Teaching Teachers about Race.” Journal of Teacher Education, 61(3), 2010: 211–224.

Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms (BOOK)

The book engages with the role of teacher preparation programs and how diversity is taught in them. It is useful to practitioners because it questions how teacher education programs prepare teachers for the diverse student bodies they will encounter. The book can be used as a reflective piece for practitioners who seek to understand their relationship to the communities they teach in, what they were taught and what they are learning everyday in the classroom.

Ladson-Billings, G. Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms. San Francisco, CA: Jossey-Bass, 1994.

Culturally Responsive Classroom Management Strategies (PDF)

Addresses essential elements of becoming culturally responsive and ways in which teachers can implement strategies in their classrooms.

Technical Assistance Center on Disproportionality, New York University (2008).

Culturally Responsive Teaching: Theory, Research, and Practice (BOOK)

The book presents well researched theories and examples of culturally relevant pedagogy in action. The book is useful to practitioners because it provides suggestions and tools for teachers to apply CR practices to their classrooms.

Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press, 2000.

Discarding the Deficit Model (ARTICLE)

The article describes ways in which students with disabilities have been perceived in practice. It is useful for practitioners that seek to reflect on commonly held perceptions about race and disability and how these ideas can influence practice.

Harry, B. and Klingner, J. “Discarding the Deficit Model.” Educational Leadership. 64(5), 2007: 16-21.

Everyday Antiracism: Getting Real About Race in School (BOOK)

The book consulted educational experts across the country and asked them to write about pertinent issues in education that are related to anti racist and social justice outcomes. The book is important for practitioners because the experts were also asked to provide concrete strategies that practitioners could use in their classrooms to address the issues they wrote about.

Pollock, M. Everyday Antiracism: Getting Real About Race in School. New York, NY: The New Press, 2008.