Gay, G. (2010). Culturally Rponsive Teachg (2nd ed.). New York Teachers College Prs.
Contents:
- CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
- GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
Culturally Rponsive Teachg: Theory, Rearch, and Practice (Multicultural Edutn Seri) [Gay, Geneva] on *FREE* shippg on qualifyg offers. Culturally Rponsive Teachg: Theory, Rearch, and Practice (Multicultural Edutn Seri) * gay culturally responsive teaching *
Geneva Gay is renowned for her ntributns to multicultural tn, particularly as relat to curriculum sign, profsnal learng, and classroom stctn. Gay has ma many important revisns to keep her foundatnal, award-wng text relevant for today’s diverse stunt populatn, cludg: new rearch on culturally rponsive teachg, a foc on a broar range of racial and ethnic groups, and nsiratn of addnal issu related to early childhood tn. and Emancipatory (Gay, 2000).
Gay (2000) f culturally rponsive teachg as g the cultural knowledge, prr experienc, and performance styl of diverse stunts to make learng more appropriate and effective for them; teach to and through the strengths of the stunts. Gay (2000) also scrib culturally rponsive teachg as havg the characteristics:. In orr to teach to the different learng styl of stunts, activi would reflect a variety of sensory opportuni-visual, dory, tactile (Gay, 2000).
In a sense, culturally rponsive teachers teach the whole child (Gay, 2000). Culturally rponsive teachers realize not only the importance of amic achievement, but also the matag of cultural inty and herage (Gay, 2000).
GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
By promotg this amic muny of learners, teachers rpond to the stunts' need for a sense of belongg, honored their human digny, and promoted their dividual self-ncepts (Gay, 2000).
Stunts n also participate actively their own performance evaluatns (Gay, 2000). This n be done through attributn retrag, providg rourc and personal assistance, molg posive self-efficy beliefs, and celebratg dividual and llective acplishments (Gay, 2000). Culturally rponsive teachg do not rporate tradnal tnal practic wh rpect to stunts of lor (Gay, 2000).