What Do You Mean by “Urban Learner” and “Culturally Responsive Strategies”?1

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Abstract

Reviews the book, Teaching Urban Learners: Culturally Responsive Strategies for Developing Academic and Behavioral Competence by Gwendolyn Cartledge and Ya-yu Lo (see record 2006-03228-000). Topics found in this book are ones germane to almost any contemporary academic intervention book: the 5 Big Ideas in beginning reading (i.e., phonemic awareness, letter-sound association, text fluency, vocabulary knowledge, and comprehension of text), effective instruction (e.g., clear, focused academic goals, high opportunities to respond, teach for fluency, monitor performance, assert high standards, build on success), and explicit behavior management and proactive prevention of behavior problems through consistency, use of routines, cultural competence, and effective management of instruction. Within these topics are even more common contemporary recommendations for improving student achievement. The reviewer sees this book as a valuable resource for undergraduate elementary teacher education programs and for introductory teacher education graduate courses. There are other books that serve special education training programs as well, but this book may be useful for programs seeking to promote collaboration. Although the emphasis on urban learners and culturally responsive practice is welcomed, there are more issues that need to be addressed in this context, so the reviewer can only recommend this book as a supplement to any study in preparing or developing culturally competent educators. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

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