Who's In My Classroom?: Building Developmentally and Culturally Responsive School Communities

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Gess LeBlanc Tim Fredrick

Who's In My Classroom?

Building Developmentally and Culturally Responsive School Communities

Gess LeBlanc, Tim Fredrick

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English

Jossey-Bass Inc.,U.S.
13 August 2021

Multicultural education; Teaching skills & techniques

Capitalize on the latest educational research and youth voices to inform your teaching and become more culturally and developmentally aware

In Who's In My Classroom?, accomplished educator and author delivers an inspirational and practical combination of true stories from teens in Youth Communication's award-winning writing program and the most current educational research. The book links theories of adolescent development and identity formation to best practices in real-world classrooms where teachers strive to form supportive relationships with students.

In this book, you'll find:

Narrative and explanations of the most cutting-edge research in educational and developmental psychology and cultural competence Excerpts from stories by students specifically written and edited with social and emotional learning competencies in mind Practical and concrete strategies for administrators and teachers to implement for sustainable improvement in learning outcomes for their students, including the use of Youth Communication’s stories

Perfect for K-12 educators, counselors, and administrators, Who's In My Classroom? is also an indispensable resource for higher education professionals and pre-service teachers seeking a practical guide to help them become more developmentally and culturally responsive in their work.

By: Gess LeBlanc, Tim Fredrick
Imprint: Jossey-Bass Inc.,U.S.
Country of Publication: United States
Dimensions: Height: 234mm, Width: 185mm, Spine: 25mm
Weight: 476g
ISBN: 9781119824138
ISBN 10: 1119824133
Pages: 320
Publication Date: 13 August 2021
Audience: General/trade , ELT Advanced
Format: Paperback
Publisher's Status: Active

Introduction Chapter 1: An Introduction to Developmentally and Culturally Responsive Teaching (DCRT) Chapter 2: Recognizing and Undoing Bias—How Teachers’ Beliefs Impact Students Chapter 3: How Schools Influence Our Beliefs about Ourselves Chapter 4: How Schools Shape Gender and Racial Identity Development Chapter 5: How Stress and Trauma Affect Learning Chapter 6: How We Can Help Students Heal and Do Better in School Chapter 7: The Change Process Chapter 8: Reaching DCRT Goals through True, Teen-Written Stories Acknowledgments Index

GESS LEBLANC, PHD, belongs to the Hunter College School of Education. He is the Co-founder of Hunter’s Urban Center for Assessment, Research, and Evaluation and Co-founder of the college’s MA Program in Educational Psychology. He is a sought-after speaker and writer on the subject of culturally responsive teaching. TIM FREDRICK, PHD, is Senior Director of Education Programs at Youth Communication where he oversees social and emotional learning programs and professional development. He is a teacher and teacher educator with 20 years’ experience working with students in kindergarten through graduate school. YOUTH COMMUNICATION provides professional development based on true stories by teens that helps educators work with students to strengthen the social, emotional, and literacy skills they need to achieve their academic and life goals.