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ERIC Number: EJ943176
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1946-2077
Urban Teachers Examine Reading Instruction through Culturally Responsive Pedagogy
Shealey, Monika Williams
Journal of Urban Learning, Teaching, and Research, v3 p127-146 2007
What constitutes effective reading instruction for urban and ethnically diverse learners has been the topic of a great deal of debate. Particularly, during this time of sweeping mandates and increased calls for accountability. The response from urban schools to The No Child Left Behind Act (NCLB) serves as the backdrop for this paper which will examine reading instruction through the eyes of four urban elementary teachers. Data were collected through interviews, observations, focus groups, and document analysis. Findings address the impact of teachers' culturally responsive approach to reading acquisition, the implementation of research-based culturally responsive reading instruction strategies, and the role of race, culture and language in teaching and learning.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001