REFERENCES & RESOURCES

Transcription

1 CENTER ON SCHOOL CHANGE, PRACTICE AND POLICY Culturally Responsive Education REFERENCES & RESOURCES Ahuha, G. (March 23, 2009). What A Doll Tells Us About Race. [Video file]. Retrieved from Algozzine, B, O Shea, D. J., Obiakor, F. E. (2009). Culturally Responsive Literacy Instruction. Thousand Oaks, California: Corwin Press. Ayers, W., Dohrn, B., & Ayers, R. (2001). Zero Tolerance. New York: The New Press. Bronson, P. & Merryman, A. (September 14, 2009). See Baby Discriminate. [Audio file]. Retrieved from Conchas, G. Q. (2006) The Color of Success. New York, New York: Teachers College, Columbia University. Cushman, K. (1999). The cycle of inquiry and action. Essential learning communities. Horace,15(4). Retrieved May 2007, from Decker, D.M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, v45 n1, p EJ748944: &_&EROCExtSearch_Search_SearchValue_0=EJ748944&ERICxtSearch_SearchType_0- no&accno=ej Delpit, L. (1993). Other People s Children: Cultural Conflict in the Classroom. The New Press: New York. Fashola, O. S. (2005). Educating African American Males Voices From The Field. Thousand Oaks, California: Corwin Press. Fergus, E. (2004). Skin Color and Identity Formation: Perceptions of Opportunity and Academic Orientation among Mexican and Puerto Rican Youth. New York: Routledge. Ferguson, R. F. (2008). Toward Excellence With Equity An Emerging Vision for Closing The Achievement Gap. Cambridge, Massachusetts: Harvard Education Press. Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), p Broadway, 5th Floor New York, New York fax 800 4NYU 224

2 Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership. Haager, D., & Klingner, J. K. (2004). Strategies for differentiating instruction, in E. R. Hollins (1996). Culture in School Learning. New Jersey: Lawrence Erlbaum Associates, Inc. Irvine, J. J. & Armento, B. J. (2001). Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades. New York, New York: The McGraw Hill Companies, Inc. Jackson, Y. (2011). The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools. New York: Teachers College Press. Kozleski, E.B., Sobel, D., & Taylor, S. (2003). Addressing issues of disproportionality: Embracing and building culturally responsive practices. Multiple Voices for Ethnically Diverse Exceptional Learners, 6, Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Fransisco: Jossey-Bass. McLaughlin, M., & Mitra, D. (2004). The cycle of inquiry as the engine of school reform: Lessons from the Bay Area School Reform Collaborative. Stanford, CA: Center for Research on the Context of Teaching. Milner, H. R. (2013). Start Where You Are, But Don t Stay There. Cambridge, MA: Harvard Education Press. Mithaug, D. E. (1996). Equal Opportunity Theory. Thousand Oaks, California: Sage Publications Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, D.C.: American Federation of Teachers. National Association of School Psychologists. (2003). Portraits of children: Culturally competent assessment. National Center for Culturally Responsive Educational Systems. See tools for states and districts to use as they work to implement a quality, culturally responsive education for all students at National Dissemination Center for Children with Disabilities (NICHCY). (2007). Building the legacy: A training curriculum on IDEA, disproportionality and overrepresentation module. Retrieved May 2007 from

3 Nieto, Sonia. (1999). The Light in Their Eyes: Creating Multicultural Learning Communities. New York: Teachers College Press. Noguera, P., Hurtado, A., and E. Fergus. (Editors). (2011). Invisible No More: Understanding the Disenfranchisement of Latino Boys and Men. New York: Routledge. Noguera, P. A., (2008). The Trouble with Black Boys And Other Reflections on Race, Equity, and the Future of Public Education. San Fransisco: Jossey-Bass. Purdie-Vaughns, V., et. al. Improving Minority Academic Performance: How a Values-Affirmation Intervention Works. Teachers College Record, Date Published: September 23, ID Number: 15774, Date Accessed: 12/21/ :57:19 AM Rodriguez, E. R. & Bellanca, J. (2007). What Is It About Me You Can t Teach? (Second Edition). Thousand Oaks, California: Corwin Press. Salend, S. J. (2005). Creating inclusive classrooms: Effective and reflective practices (5 th ed.) Columbus, OH: Merrill/Prentice Hall. Tatum, B.D, (2007). Can We Talk About Race? And Other Conversations in an Era of School Resegregation. Boston: Beacon Press. Tatum, B. D. (2003). "Why Are All The Black Kids Sitting Together in the Cafeteria?": A Psychologist Explains the Development of Racial Identity. Basic Books, 5th anniv., revised edition. Teel, K. M. & Obidah, J. E. (2008) Building Racial and Cultural Competence in the Classroom. New York, New York: Teachers College, Columbia University. Disproportionality in Special Education Ahram, R. and Fergus, E. (2011). Understanding Disproportionality: Views in Suburban Schools In Artiles, A, Kozleski, E., and F. Waitoller (Editors). Equity in Inclusive Education in Four Continents: A Cultural Historical Multilevel Model. Cambridge, MA: Harvard Education Press. Ahram, R., Stembridge, A., Fergus, E., and Noguera, P. (2011) Framing Urban School Challenges: Problems to Examine Before Implementing Response to Intervention. National Center for Learning Disabilities. Artiles, A.J., & Harry, B. (2004) Addressing Culturally and Linguistically Diverse Student Overrepresentation in Special Education: Guidelines for Parents, The National Center for Culturally and Linguistically Educational Systems (NCCRESt). Artiles, A. J., & Rueda, R. (2002, March-April). General guidelines for monitoring minority overrepresentation in special education. CASE Newsletter, 43 (5),

4 Avoké, S. K. & Wood-Garnett, S. (2001). Language minority children and youth in special education. TEACHING Exceptional Children, Vol. 33 No. 4. Burnette, J. (1998). Reducing the disproportionate representation of minority students in special education (ED417501). ERIC/OSEP Digest #E566. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Daniels, V. I. (1998). Minority students in gifted and special education programs: The case for educational equity. Journal of Special Education, 32, Donovan, M. S. & Cross, C. T. (Eds.) (2002). Minority students in special and gifted education. Washington, DC: National Academy Press. Available from the publisher at Fergus, E. (2010). Distinguishing Cultural Difference from Disability: Common Causes of Disproportionality. Equity Alliance at Arizona State University. Fergus, E. (2010). Common Causes of Disproportionality. California Department of Education Special Education Newsletter. Fergus, E. (2010) Common Causes of Disproportionality. Leadscape Blog. Ford, D.Y. (1998). The under-representation of minority students in gifted education: Problems and promises in recruitment and retention. Journal of Special Education, 32, Foster, S. (2001, March 2). Harvard studies find inappropriate special education placements continue to segregate and limit educational opportunities for minority students nationwide. HGSE News. Available online at: Harry, B., & Klingner, J. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press. Ladner, M. & Hammons, C. (2001). Special but unequal: Race and special education. In C.E. Fenn, Jr., A.J. Rotherham, & C.R. Hokanson (Eds.), Rethinking special education for a new century (pp ). Washington, DC: Thomas B. Fordham Foundation. Available online at MacMillan, D. L. & Reschly, D. J. (1998). Overrepresentation of minority students: The case for greater specificity or reconsideration of the variables examined. Journal of Special Education, 32, Markowitz, J., Garcia, S. B. & Eichelberger, J. H. (1997). Addressing the disproportionate representation of students from racial and ethnic minority groups in special education: A resource document (ED Microfiche, 115 pages). Alexandria, VA: National Association of State Directors of Special Education.

5 Morales-James, C., Lopez, L., Wilkins, R., and Fergus, E. (2011). Cultural Adaptations to Implementation of RTI. National Center for Learning Disabilities. Naglieri, J. A., & Rojahn, J. (2001). Intellectual classification of black and white children in special education programs using the WISC-III and the Cognitive Assessment System. American Journal on Mental Retardation, 106, National Alliance of Black School Educators & Council for Exceptional Children (2002). Addressing over-representation of African American students through promising practices: The pre-referral intervention process. Ripp, A., Jean-Pierre, P., and Fergus, E. (2011). Promising Examples of RTI Practices in Urban Schools National Center for Learning Disabilities. Townsend, B. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66, Townsend, B. L. & Patton, J. M. (2000). Exploring some missing dimensions: Ethics, power, and privilege in the education of African American learners with disabilities and gifts and talents. Teacher Education and Special Education, 23, 1-2. Townsend, B. L., Webb-Johnson, G. & Patton, J. M. (2003, January). Truth in labeling. NEA Today. Available online at Warger, C. & Burnette, J. (2000). Five strategies to reduce overrepresentation of culturally and linguistically diverse students in special education (ED447627). ERIC/OSEP Digest #E596. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Available online at Welner, Kevin. Legal Rights: The Overrepresentation of Culturally and Linguistically Diverse Students in Special Education, 2004, The National Center for Culturally and Linguistically Educational Systems (NCCRESt). Woodruff, D., Parrish, T., Heubert, J., Hehir, T. & Orfield, G. (2001, March 2). New research on minorities and special education: Implications for federal law and policy. A forum brief. Washington, DC: American Youth Policy Forum. Available online at