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ERIC Number: ED491842
Record Type: Non-Journal
Publication Date: 2004
Pages: 200
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-0-8720-7542-7
ISSN: N/A
Learning to Be Literacy Teachers in Urban Schools: Stories of Growth and Change
Lazar, Althier M.
International Reading Association (NJ3)
Many children in urban communities struggle with reading and writing despite efforts to implement best instructional practices. This book will help classroom teachers, teacher educators, and undergraduate students bridge cultural gaps to help these children achieve in literacy. The reader will enrich cultural understandings as they learn about how the experiences of preservice teachers in urban communities prepared them for the responsibility that comes with teaching in these settings. Ultimately, the reader will gain insights about becoming culturally sensitive as they read these real-life stories of teacher growth. This book is organized into the following chapters: (1) Historical, Social, and Cultural Factors Shaping Literacy Achievement; (2) Knowing Ourselves Culturally; (3) Cultivating Culturally Sensitive Literacy Educators; (4) Revealing Preconceptions of Children, Caregivers, and Classrooms; (5) Constructing Understandings About Race, Culture, and Literacy Achievement; (6) Communicating With Caregivers; (7) Making Cultural Connections in Literacy Instruction; and (8) Continuing to Grow as Culturally Sensitive Literacy Educators. Study Methodology is appended.
International Reading Association. 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A