John Wiley & Sons Who's In My Classroom? Cover Capitalize on the latest educational research and youth voices to inform your teaching and become mo.. Product #: 978-1-119-82413-8 Regular price: $30.75 $30.75 In Stock

Who's In My Classroom?

Building Developmentally and Culturally Responsive School Communities

LeBlanc, Gess / Fredrick, Tim


1. Edition August 2021
320 Pages, Softcover
Wiley & Sons Ltd

ISBN: 978-1-119-82413-8
John Wiley & Sons

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Capitalize on the latest educational research and youth voices to inform your teaching and become more culturally and developmentally aware

In Who's In My Classroom?, accomplished educator and author delivers an inspirational and practical combination of true stories from teens in Youth Communication's award-winning writing program and the most current educational research. The book links theories of adolescent development and identity formation to best practices in real-world classrooms where teachers strive to form supportive relationships with students.

In this book, you'll find:
* Narrative and explanations of the most cutting-edge research in educational and developmental psychology and cultural competence
* Excerpts from stories by students specifically written and edited with social and emotional learning competencies in mind
* Practical and concrete strategies for administrators and teachers to implement for sustainable improvement in learning outcomes for their students, including the use of Youth Communication's stories

Perfect for K-12 educators, counselors, and administrators, Who's In My Classroom? is also an indispensable resource for higher education professionals and pre-service teachers seeking a practical guide to help them become more developmentally and culturally responsive in their work.


Chapter 1: An Introduction to Developmentally and Culturally Responsive Teaching (DCRT)

Chapter 2: Recognizing and Undoing Bias--How Teachers' Beliefs Impact Students

Chapter 3: How Schools Influence Our Beliefs about Ourselves

Chapter 4: How Schools Shape Gender and Racial Identity Development

Chapter 5: How Stress and Trauma Affect Learning

Chapter 6: How We Can Help Students Heal and Do Better in School

Chapter 7: The Change Process

Chapter 8: Reaching DCRT Goals through True, Teen-Written Stories

Acknowledgments Index
GESS LEBLANC, PHD, belongs to the Hunter College School of Education. He is the Co-founder of Hunter's Urban Center for Assessment, Research, and Evaluation and Co-founder of the college's MA Program in Educational Psychology. He is a sought-after speaker and writer on the subject of culturally responsive teaching.

TIM FREDRICK, PHD, is Senior Director of Education Programs at Youth Communication where he oversees social and emotional learning programs and professional development. He is a teacher and teacher educator with 20 years' experience working with students in kindergarten through graduate school.

YOUTH COMMUNICATION provides professional development based on true stories by teens that helps educators work with students to strengthen the social, emotional, and literacy skills they need to achieve their academic and life goals.