Equity & cultural responsiveness in the middle grades /:
"While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2019]
|
| Schriftenreihe: | Handbook of research in middle level education series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence-a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner"-- |
| Beschreibung: | 1 online resource (xiii, 355 pages). |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781641136754 1641136758 |
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| 245 | 0 | 0 | |a Equity & cultural responsiveness in the middle grades / |c edited by Kathleen Brinegar, Northern Vermont University, Lisa Harrison, Ohio University, Ellis Hurd, Illinois State University. |
| 246 | 3 | |a Equity and cultural responsiveness in the middle grades | |
| 264 | 1 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c [2019] | |
| 300 | |a 1 online resource (xiii, 355 pages). | ||
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| 490 | 1 | |a The handbook of research in middle level education series | |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a "While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence-a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner"-- |c Provided by publisher. | ||
| 505 | 0 | 0 | |g Foreword -- |g Acknowledgements -- |g Section I: Unpacking the failures of relying on developmentalism at the middle level. |t Exploring the convergence of developmentalism and cultural responsiveness / |r Lisa M. Harrison, |r Ellis Hurd, |r Kathleen M. Brinegar -- |t Missed opportunities, no more / |r Mark D. Vagle, |r Tracy M. Hamel -- |t A framework for responsive middle level mathematics teaching / |r Cheryl R. Ellerbrock, |r Eugenia Vomvoridi-Ivanovic -- |g Part II: Supporting young adolescents with marginalized identities. |t The (un)muted voices of middle grades youth experiencing homelessness / |r Matthew J. Moulton -- |t "Sounding funny" and making sense: Multimodal codemeshing as a culturally sustaining pedagogy in an english-centric classroom / |r Mark B. Pacheco, |r Blaine E. Smith -- |t Middle (mis)management: Staff sanctioned vicitimization in the middle grades / |r Brendan Downing -- |t Illuminating the power of personal narrative writing to affirm the literacies and lives of black youth / |r ThedaMarie Gibbs Grey -- |g Section III: Building equitable spaces through the implementation of culturally responsive practices. |t Creating a space for a culturally sustaining pedagogy / |r James Nagle, |r Will Andrews -- |t #NoDAPL: Collaboratively designing culturally responsive curriculum / |r Becky Beucher, |r Amy Smith -- |t Middle level administrators' perspectives on disciplinary consequences assigned to African American female students / |r Kriss Y. Kemp-Graham -- |t Educators' practice for english language learners' critical consciousness: From marginalized identities to active agents / |r Bogum Yoon, |r Christine Uliassi -- |g Section IV: Empowering middle level educators to work with youth with marginalized identities. |t Enacting culturally responsive pedagogies: A multicase study of middle level teachers in urban, priority schools / |r M. Shelley Thomas, |r Penny B. Howell -- |t Preparing culturally responsive middle level educators to engage in critical conversations: Preservice teachers learning in an integrated curriculum course / |r Toni M. Williams -- |t Preparing teachers to prevent classroom management challenges using culturally reponsive classroom practices / |r Amy S. Murphy, |r Brianna L. Kennedy -- |t Establishing a pedagogy of equity and culturally responsiveness in the middle grades / |r Kathleen M. Brinegar, |r Lisa M. Harrison, |r Ellis Hurd -- |g About the editors -- |g About the contributors. |
| 588 | |a Description based on online resource; title from digital title page (viewed on April 27, 2022). | ||
| 650 | 0 | |a Educational equalization. |0 http://id.loc.gov/authorities/subjects/sh85041121 | |
| 650 | 0 | |a Middle school education. |0 http://id.loc.gov/authorities/subjects/sh98000535 | |
| 650 | 0 | |a Middle school students |x Social conditions. | |
| 650 | 0 | |a Multicultural education. |0 http://id.loc.gov/authorities/subjects/sh85067223 | |
| 650 | 6 | |a Démocratisation de l'enseignement. | |
| 650 | 6 | |a Enseignement moyen. | |
| 650 | 6 | |a Élèves d'école moyenne |x Conditions sociales. | |
| 650 | 6 | |a Éducation interculturelle. | |
| 650 | 7 | |a EDUCATION |x Secondary. |2 bisacsh | |
| 650 | 7 | |a Multicultural education |2 fast | |
| 650 | 7 | |a Middle school students |x Social conditions |2 fast | |
| 650 | 7 | |a Middle school education |2 fast | |
| 650 | 7 | |a Educational equalization |2 fast | |
| 650 | 7 | |a Interdisciplinary approach in education |2 fast | |
| 650 | 7 | |a Middle school teaching |2 fast | |
| 700 | 1 | |a Brinegar, Kathleen, |e editor. |0 http://id.loc.gov/authorities/names/n2019038180 | |
| 700 | 1 | |a Harrison, Lisa, |e editor. | |
| 700 | 1 | |a Hurd, Ellis, |e editor. |0 http://id.loc.gov/authorities/names/no2015135654 | |
| 776 | 0 | 8 | |i Print version: |t Equity & cultural responsiveness in the middle grades. |d Charlotte, NC : Information Age Publishing, Inc., [2019] |z 9781641136730 |w (DLC) 2019018792 |
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| adam_text | |
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| author2 | Brinegar, Kathleen Harrison, Lisa Hurd, Ellis |
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| author_GND | http://id.loc.gov/authorities/names/n2019038180 http://id.loc.gov/authorities/names/no2015135654 |
| author_additional | Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar -- Mark D. Vagle, Tracy M. Hamel -- Cheryl R. Ellerbrock, Eugenia Vomvoridi-Ivanovic -- Matthew J. Moulton -- Mark B. Pacheco, Blaine E. Smith -- Brendan Downing -- ThedaMarie Gibbs Grey -- James Nagle, Will Andrews -- Becky Beucher, Amy Smith -- Kriss Y. Kemp-Graham -- Bogum Yoon, Christine Uliassi -- M. Shelley Thomas, Penny B. Howell -- Toni M. Williams -- Amy S. Murphy, Brianna L. Kennedy -- Kathleen M. Brinegar, Ellis Hurd -- |
| author_facet | Brinegar, Kathleen Harrison, Lisa Hurd, Ellis |
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| callnumber-label | LC213 |
| callnumber-raw | LC213 .E6754 2019 |
| callnumber-search | LC213 .E6754 2019 |
| callnumber-sort | LC 3213 E6754 42019 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Exploring the convergence of developmentalism and cultural responsiveness / Missed opportunities, no more / A framework for responsive middle level mathematics teaching / The (un)muted voices of middle grades youth experiencing homelessness / "Sounding funny" and making sense: Multimodal codemeshing as a culturally sustaining pedagogy in an english-centric classroom / Middle (mis)management: Staff sanctioned vicitimization in the middle grades / Illuminating the power of personal narrative writing to affirm the literacies and lives of black youth / Creating a space for a culturally sustaining pedagogy / #NoDAPL: Collaboratively designing culturally responsive curriculum / Middle level administrators' perspectives on disciplinary consequences assigned to African American female students / Educators' practice for english language learners' critical consciousness: From marginalized identities to active agents / Enacting culturally responsive pedagogies: A multicase study of middle level teachers in urban, priority schools / Preparing culturally responsive middle level educators to engage in critical conversations: Preservice teachers learning in an integrated curriculum course / Preparing teachers to prevent classroom management challenges using culturally reponsive classroom practices / Establishing a pedagogy of equity and culturally responsiveness in the middle grades / |
| ctrlnum | (OCoLC)1101625388 |
| dewey-full | 379.2/6 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.2/6 |
| dewey-search | 379.2/6 |
| dewey-sort | 3379.2 16 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-on1101625388 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:29:29Z |
| institution | BVB |
| isbn | 9781641136754 1641136758 |
| language | English |
| lccn | 2019980690 |
| oclc_num | 1101625388 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xiii, 355 pages). |
| psigel | ZDB-4-EBA |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Information Age Publishing, Inc., |
| record_format | marc |
| series | Handbook of research in middle level education series. |
| series2 | The handbook of research in middle level education series |
| spelling | Equity & cultural responsiveness in the middle grades / edited by Kathleen Brinegar, Northern Vermont University, Lisa Harrison, Ohio University, Ellis Hurd, Illinois State University. Equity and cultural responsiveness in the middle grades Charlotte, NC : Information Age Publishing, Inc., [2019] 1 online resource (xiii, 355 pages). text txt rdacontent computer n rdamedia online resource nc rdacarrier The handbook of research in middle level education series Includes bibliographical references. "While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence-a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner"-- Provided by publisher. Foreword -- Acknowledgements -- Section I: Unpacking the failures of relying on developmentalism at the middle level. Exploring the convergence of developmentalism and cultural responsiveness / Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar -- Missed opportunities, no more / Mark D. Vagle, Tracy M. Hamel -- A framework for responsive middle level mathematics teaching / Cheryl R. Ellerbrock, Eugenia Vomvoridi-Ivanovic -- Part II: Supporting young adolescents with marginalized identities. The (un)muted voices of middle grades youth experiencing homelessness / Matthew J. Moulton -- "Sounding funny" and making sense: Multimodal codemeshing as a culturally sustaining pedagogy in an english-centric classroom / Mark B. Pacheco, Blaine E. Smith -- Middle (mis)management: Staff sanctioned vicitimization in the middle grades / Brendan Downing -- Illuminating the power of personal narrative writing to affirm the literacies and lives of black youth / ThedaMarie Gibbs Grey -- Section III: Building equitable spaces through the implementation of culturally responsive practices. Creating a space for a culturally sustaining pedagogy / James Nagle, Will Andrews -- #NoDAPL: Collaboratively designing culturally responsive curriculum / Becky Beucher, Amy Smith -- Middle level administrators' perspectives on disciplinary consequences assigned to African American female students / Kriss Y. Kemp-Graham -- Educators' practice for english language learners' critical consciousness: From marginalized identities to active agents / Bogum Yoon, Christine Uliassi -- Section IV: Empowering middle level educators to work with youth with marginalized identities. Enacting culturally responsive pedagogies: A multicase study of middle level teachers in urban, priority schools / M. Shelley Thomas, Penny B. Howell -- Preparing culturally responsive middle level educators to engage in critical conversations: Preservice teachers learning in an integrated curriculum course / Toni M. Williams -- Preparing teachers to prevent classroom management challenges using culturally reponsive classroom practices / Amy S. Murphy, Brianna L. Kennedy -- Establishing a pedagogy of equity and culturally responsiveness in the middle grades / Kathleen M. Brinegar, Lisa M. Harrison, Ellis Hurd -- About the editors -- About the contributors. Description based on online resource; title from digital title page (viewed on April 27, 2022). Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Middle school education. http://id.loc.gov/authorities/subjects/sh98000535 Middle school students Social conditions. Multicultural education. http://id.loc.gov/authorities/subjects/sh85067223 Démocratisation de l'enseignement. Enseignement moyen. Élèves d'école moyenne Conditions sociales. Éducation interculturelle. EDUCATION Secondary. bisacsh Multicultural education fast Middle school students Social conditions fast Middle school education fast Educational equalization fast Interdisciplinary approach in education fast Middle school teaching fast Brinegar, Kathleen, editor. http://id.loc.gov/authorities/names/n2019038180 Harrison, Lisa, editor. Hurd, Ellis, editor. http://id.loc.gov/authorities/names/no2015135654 Print version: Equity & cultural responsiveness in the middle grades. Charlotte, NC : Information Age Publishing, Inc., [2019] 9781641136730 (DLC) 2019018792 Handbook of research in middle level education series. http://id.loc.gov/authorities/names/n2002107603 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2106023 Volltext |
| spellingShingle | Equity & cultural responsiveness in the middle grades / Handbook of research in middle level education series. Exploring the convergence of developmentalism and cultural responsiveness / Missed opportunities, no more / A framework for responsive middle level mathematics teaching / The (un)muted voices of middle grades youth experiencing homelessness / "Sounding funny" and making sense: Multimodal codemeshing as a culturally sustaining pedagogy in an english-centric classroom / Middle (mis)management: Staff sanctioned vicitimization in the middle grades / Illuminating the power of personal narrative writing to affirm the literacies and lives of black youth / Creating a space for a culturally sustaining pedagogy / #NoDAPL: Collaboratively designing culturally responsive curriculum / Middle level administrators' perspectives on disciplinary consequences assigned to African American female students / Educators' practice for english language learners' critical consciousness: From marginalized identities to active agents / Enacting culturally responsive pedagogies: A multicase study of middle level teachers in urban, priority schools / Preparing culturally responsive middle level educators to engage in critical conversations: Preservice teachers learning in an integrated curriculum course / Preparing teachers to prevent classroom management challenges using culturally reponsive classroom practices / Establishing a pedagogy of equity and culturally responsiveness in the middle grades / Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Middle school education. http://id.loc.gov/authorities/subjects/sh98000535 Middle school students Social conditions. Multicultural education. http://id.loc.gov/authorities/subjects/sh85067223 Démocratisation de l'enseignement. Enseignement moyen. Élèves d'école moyenne Conditions sociales. Éducation interculturelle. EDUCATION Secondary. bisacsh Multicultural education fast Middle school students Social conditions fast Middle school education fast Educational equalization fast Interdisciplinary approach in education fast Middle school teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041121 http://id.loc.gov/authorities/subjects/sh98000535 http://id.loc.gov/authorities/subjects/sh85067223 |
| title | Equity & cultural responsiveness in the middle grades / |
| title_alt | Equity and cultural responsiveness in the middle grades Exploring the convergence of developmentalism and cultural responsiveness / Missed opportunities, no more / A framework for responsive middle level mathematics teaching / The (un)muted voices of middle grades youth experiencing homelessness / "Sounding funny" and making sense: Multimodal codemeshing as a culturally sustaining pedagogy in an english-centric classroom / Middle (mis)management: Staff sanctioned vicitimization in the middle grades / Illuminating the power of personal narrative writing to affirm the literacies and lives of black youth / Creating a space for a culturally sustaining pedagogy / #NoDAPL: Collaboratively designing culturally responsive curriculum / Middle level administrators' perspectives on disciplinary consequences assigned to African American female students / Educators' practice for english language learners' critical consciousness: From marginalized identities to active agents / Enacting culturally responsive pedagogies: A multicase study of middle level teachers in urban, priority schools / Preparing culturally responsive middle level educators to engage in critical conversations: Preservice teachers learning in an integrated curriculum course / Preparing teachers to prevent classroom management challenges using culturally reponsive classroom practices / Establishing a pedagogy of equity and culturally responsiveness in the middle grades / |
| title_auth | Equity & cultural responsiveness in the middle grades / |
| title_exact_search | Equity & cultural responsiveness in the middle grades / |
| title_full | Equity & cultural responsiveness in the middle grades / edited by Kathleen Brinegar, Northern Vermont University, Lisa Harrison, Ohio University, Ellis Hurd, Illinois State University. |
| title_fullStr | Equity & cultural responsiveness in the middle grades / edited by Kathleen Brinegar, Northern Vermont University, Lisa Harrison, Ohio University, Ellis Hurd, Illinois State University. |
| title_full_unstemmed | Equity & cultural responsiveness in the middle grades / edited by Kathleen Brinegar, Northern Vermont University, Lisa Harrison, Ohio University, Ellis Hurd, Illinois State University. |
| title_short | Equity & cultural responsiveness in the middle grades / |
| title_sort | equity cultural responsiveness in the middle grades |
| topic | Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Middle school education. http://id.loc.gov/authorities/subjects/sh98000535 Middle school students Social conditions. Multicultural education. http://id.loc.gov/authorities/subjects/sh85067223 Démocratisation de l'enseignement. Enseignement moyen. Élèves d'école moyenne Conditions sociales. Éducation interculturelle. EDUCATION Secondary. bisacsh Multicultural education fast Middle school students Social conditions fast Middle school education fast Educational equalization fast Interdisciplinary approach in education fast Middle school teaching fast |
| topic_facet | Educational equalization. Middle school education. Middle school students Social conditions. Multicultural education. Démocratisation de l'enseignement. Enseignement moyen. Élèves d'école moyenne Conditions sociales. Éducation interculturelle. EDUCATION Secondary. Multicultural education Middle school students Social conditions Middle school education Educational equalization Interdisciplinary approach in education Middle school teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2106023 |
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