Culturally Rponsive Teachg by Geneva Gay, March 2000, Teachers College Prs edn, Paperback English
Contents:
- CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
- GENEVA GAY: CULTURALLY RPONSIVE TEACHG
- GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
- GENEVA GAY: CULTURALLY RPONSIVE TEACHG
CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
GENEVA GAY, Teachg To and Through Cultural Diversy, Curriculum Inquiry, Vol. 43, No. 1 (JANUARY 2013), pp. 48-70 * culturally responsive teaching geneva gay pdf *
The purpose of this article is to outle a amework for culturally rponsive teachg veloped by Geneva Gay (2018), a renowned expert highly rated the field of multicultural tn. CRT is a pedagogy that regniz the importance of cludg stunts' cultural inti all aspects of learng and empowers them socially, tellectually, polilly, and emotnally (Banks & Banks, 2009; Gay, 2002; Nieto & Bo, 2007).
Experts assert that programs that do not nsir the cultural differenc of their stunts are equently ls effective (Gay, 2002; McGee & Banks, 2009; Nieto & Bo, 2007).
GENEVA GAY: CULTURALLY RPONSIVE TEACHG
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Acrdg to Gay (2002), "too many teachers are aquately prepared to teach ethnilly diverse stunts" (p.
GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
Culturally Rponsive Teachg by Geneva Gay, March 2000, Teachers College Prs edn, Paperback English * culturally responsive teaching geneva gay pdf *
It is imperative that tors have explic knowledge of cultural diversy to meet the needs of ethnilly diverse stunts (Gay, 2002).
Acrdg to Gay (2002), there are three key pillars to achievg the knowledge base necsary to enhance culturally rponsive teachg.
Gay (2002) remends that all teachers take urs or trags on the ntributns of ethnic groups to ntent areas that they will teach.
GENEVA GAY: CULTURALLY RPONSIVE TEACHG
GENEVA GAY, Teachg To and Through Cultural Diversy, Curriculum Inquiry, Vol. 43, No. 1 (JANUARY 2013), pp. 48-70 * culturally responsive teaching geneva gay pdf *
Gay (2002) explas that tors need to evaluate "quanty, accuracy, plexy, placement, purpose, variety, signifince, and thenticy of the narrative texts, visual illtratns, learng activi, role mols, and thorial sourc ed the stctnal materials" (p. Gay (2002) explas that a symbolic curriculum clus "imag, symbols, ins, motto, awards, celebratns, and other artifacts that are ed to teach stunts knowledge, skills, morals, and valu" (p. Gay (2002) f this type of curriculum as "the knowledge, ias, and imprsns about ethnic groups that are portrayed the mass media" (p.