References: Incorporate Students' Cultural Practices

Return to Incorporate Students' Cultural Practices strategy page.

References

Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school (expanded edition). Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/read/9853/chapter/1

Emdin, C. (2016). For White folks who teach in the Hood... and the rest of y'all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.

Graham, L. J., & Harwood, V. (2011). Developing capabilities for social inclusion: engaging diversity through inclusive school communities. International Journal of Inclusive Education, 15(1), 135-152.

Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. In Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Publications.

Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.

Kisker, E. E., Lipka, J., Adams, B. L., Rickard, A., Andrew-Ihrke, D., Yanez, E. E., & Millard, A. (2012). The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska Native and other learners. Journal for Research in Mathematics Education, 43(1), 75-113.

Leonard, J., & Martin, D. B. (Eds.). (2013). The Brilliance of Black Children in Mathematics. IAP.

Matthews, J.S. (2018). On mindset and practices for re-integrating “belonging” into mathematics instruction. Ann Arbor, MI: TeachingWorks.

Matthews, J. S., & López, F. (2019). Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children. Contemporary Educational Psychology, 57, 72-86.

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.

National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.

Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-funded research on mathematics: 2002–2013 (NCER 2016-2003). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.

Song, K..H., & Coppersmith, S.A. (2020). Working toward linguistically and culturally responsive math teaching through a year-long urban teacher training program for English learners. Journal of Urban Mathematics Education, 13(2), 60-86.

Tran, Y. (2014). Addressing reciprocity between families and schools: Why these bridges are instrumental for students' academic success. Improving Schools, 17(1), 18-29.

Wager, A. A. (2012). Incorporating out-of-school mathematics: From cultural context to embedded practice. Journal of Mathematics Teacher Education, 15(1), 9-23.