References: Incorporate Students' Cultural Practices

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References

Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school (expanded edition). Washington, DC: National Academy Press.

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.

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 students. 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.

O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, DC: Institute of Education Sciences, Department of Education.

Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-funded research on mathematics: 2002–2013. 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.