LEADER 00000cam a22007338i 4500 
001    on1101625388 
003    OCoLC 
005    20201002142630.3 
006    m     o  d         
007    cr ||||||||||| 
008    190629s2019    ncu     ob    000 0 eng   
010      2019980690 
019    1130729214 
020    9781641136754|q(ebook) 
020    1641136758 
020    |z9781641136730|q(paperback) 
020    |z9781641136747|q(hardcover) 
020    |z1641136731 
020    |z164113674X 
035    (OCoLC)1101625388|z(OCoLC)1130729214 
040    DLC|beng|erda|epn|cDLC|dEBLCP|dN$T|dOCLCF|dOCLCO|dUKAHL
       |dOCLCQ|dYDX|dOCLCQ 
042    pcc 
049    RIDW 
050 00 LC213 
072  7 EDU|x025000|2bisacsh 
082 00 379.2/6|223 
090    LC213 
245 00 Equity & cultural responsiveness in the middle grades /
       |cedited by Kathleen Brinegar, Northern Vermont University,
       Lisa Harrison, Ohio University, Ellis Hurd, Illinois State
       University. 
246 3  Equity and cultural responsiveness in the middle grades 
263    1910 
264  1 Charlotte, NC :|bInformation Age Publishing, Inc.,|c[2019]
300    1 online resource. 
336    text|btxt|2rdacontent 
337    computer|bn|2rdamedia 
338    online resource|bnc|2rdacarrier 
347    text file|2rdaft 
490 1  Handbook of research in middle level education 
504    Includes bibliographical references. 
505 00 |gForeward --|gAcknowledgements --|gSection I: Unpacking 
       the failures of relying on developmentalism at the middle 
       level.|tExploring the convergence of developmentalism and 
       cultural responsiveness /|rLisa M. Harrison,|rEllis Hurd,
       |rKathleen M. Brinegar --|tMissed opportunities, no more /
       |rMark D. Vagle,|rTracy M. Hamel --|tA framework for 
       responsive middle level mathematics teaching /|rCheryl R. 
       Ellerbrock,|rEugenia Vomvoridi-Ivanovic --|gPart II: 
       Supporting young adolescents with marginalized identities.
       |tThe (un)muted voices of middle grades youth experiencing
       homelessness /|rMatthew J. Moulton --|t"Sounding funny" 
       and making sense: Multimodal codemeshing as a culturally 
       sustaining pedagogy in an english-centric classroom /
       |rMark B. Pacheco,|rBlaine E. Smith --|tMiddle 
       (mis)management: Staff sanctioned vicitimization in the 
       middle grades /|rBrendan Downing --|tIlluminating the 
       power of personal narrative writing to affirm the 
       literacies and lives of black youth /|rThedaMarie Gibbs 
       Grey --|gSection III: Building equitable spaces through 
       the implementation of culturally responsive practices.
       |tCreating a space for a culturally sustaining pedagogy /
       |rJames Nagle,|rWill Andrews --|t#NoDAPL: Collaboratively 
       designing culturally responsive curriculum /|rBecky 
       Beucher,|rAmy Smith --|tMiddle level administrators' 
       perspectives on disciplinary consequences assigned to 
       African American female students /|rKriss Y. Kemp-Graham -
       -|tEducators' practice for english language learners' 
       critical consciousness: From marginalized identities to 
       active agents /|rBogum Yoon,|rChristine Uliassi --
       |gSection IV: Empowering middle level educators to work 
       with youth with marginalized identities.|tEnacting 
       culturally responsive pedagogies: A multicase study of 
       middle level teachers in urban, priority schools /|rM. 
       Shelley Thomas,|rPenny B. Howell --|tPreparing culturally 
       responsive middle level educators to engage in critical 
       conversations: Preservice teachers learning in an 
       integrated curriculum course /|rToni M. Williams --
       |tPreparing teachers to prevent classroom management 
       challenges using culturally reponsive classroom practices 
       /|rAmy S. Murphy,|rBrianna L. Kennedy --|tEstablishing a 
       pedagogy of equity and culturally responsiveness in the 
       middle grades /|rKathleen M. Brinegar,|rLisa M. Harrison,
       |rEllis Hurd --|gAbout the editors --|gAbout the 
       contributors. 
520    "While developmental responsiveness is a deservingly key 
       emphasis of middle grades education, this emphasis has 
       often been to the detriment of focusing on the cultural 
       needs of young adolescents. This Handbook volume explores 
       research relating to equity and culturally responsive 
       practices when working with young adolescents. Middle 
       school philosophy largely centers on young adolescents as 
       a collective group. This lack of focus has great 
       implications for young adolescents of marginalized 
       identities including but not limited to those with 
       culturally and linguistically diverse backgrounds, LGBTQ 
       youth, and those living in poverty. If middle level 
       educators claim to advocate for young adolescents, we need
       to mainstream conversations about supporting all young 
       adolescents of marginalized identities. It empowers 
       researchers, educators, and even young adolescents to 
       critically examine and understand the intersectionality of
       identities that historically influenced (and continue to 
       affect) young adolescents and why educators might perceive
       marginalized youth in certain ways. It is for these 
       reasons that researchers, teachers, and other key 
       constituents involved in the education of young 
       adolescents must devote themselves to the critical 
       examination and understanding of the historical and 
       current socio-cultural factors affecting all young 
       adolescents. The chapters in this volume serve as a means 
       to open an intentional and explicit space for providing a 
       critical lens on early adolescence-a lens that understands
       that both developmental and cultural needs of young 
       adolescents need to be emphasized to create a learning 
       environment that supports every young adolescent learner"-
       -|cProvided by publisher. 
588 0  Print version record and CIP data provided by publisher; 
       resource not viewed. 
590    eBooks on EBSCOhost|bEBSCO eBook Subscription Academic 
       Collection - North America 
650  0 Educational equalization.|0https://id.loc.gov/authorities/
       subjects/sh85041121 
650  0 Middle school education.|0https://id.loc.gov/authorities/
       subjects/sh98000535 
650  0 Middle school students|0https://id.loc.gov/authorities/
       subjects/sh90001275|xSocial conditions.|0https://
       id.loc.gov/authorities/subjects/sh2001008850 
650  0 Multicultural education.|0https://id.loc.gov/authorities/
       subjects/sh85067223 
650  7 Educational equalization.|2fast|0https://id.worldcat.org/
       fast/903418 
650  7 Middle school education.|2fast|0https://id.worldcat.org/
       fast/1020518 
650  7 Middle school students|xSocial conditions.|2fast|0https://
       id.worldcat.org/fast/1020542 
650  7 Middle school students.|2fast|0https://id.worldcat.org/
       fast/1020531 
650  7 Multicultural education.|2fast|0https://id.worldcat.org/
       fast/1028816 
655  4 Electronic books. 
700 1  Brinegar, Kathleen,|0https://id.loc.gov/authorities/names/
       n2019038180|eeditor. 
700 1  Harrison, Lisa,|0https://id.loc.gov/authorities/names/
       n2001095362|eeditor. 
700 1  Hurd, Ellis,|0https://id.loc.gov/authorities/names/
       no2015135654|eeditor. 
776 08 |iPrint version:|tEquity & cultural responsiveness in the 
       middle grades.|dCharlotte, NC : Information Age Publishing,
       Inc., [2019]|z9781641136730|w(DLC)  2019018792 
830  0 Handbook of research in middle level education series.
       |0https://id.loc.gov/authorities/names/n2002107603 
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
       search.ebscohost.com/login.aspx?direct=true&scope=site&
       db=nlebk&AN=2106023|zOnline ebook via EBSCO. Access 
       restricted to current Rider University students, faculty, 
       and staff. 
856 42 |3Instructions for reading/downloading the EBSCO version 
       of this ebook|uhttp://guides.rider.edu/ebooks/ebsco 
901    MARCIVE 20231220 
948    |d20210112|cEBSCO|tEBSCOebooksacademic NEW Aug-Dec2020 
       3103|lridw 
994    92|bRID