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Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research


by Rebecca Powell, Susan Chambers Cantrell, Victor Malo-Juvera & Pamela Correll — 2016


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Cite This Article as: Teachers College Record Volume 118 Number 1, 2016, p. 1-46
http://www.tcrecord.org ID Number: 18224, Date Accessed: 12/15/2017 5:23:56 AM
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About the Author
  • Rebecca Powell
    Georgetown College
    E-mail Author
    REBECCA POWELL directs The Center for Culturally Relevant Pedagogy at Georgetown College. In addition to numerous articles, she has authored or co-edited four books on literacy and diversity, the most recent being Literacy for All Students: An Instructional Framework for Closing the Gap (Routledge, 2011). Her research focuses on the effects and challenges in implementing culturally responsive instruction.
  • Susan Chambers Cantrell
    University of Kentucky
    E-mail Author
    SUSAN CHAMBERS CANTRELL is an associate professor of literacy education in the Department of Curriculum and Instruction at the University of Kentucky and Director of Research for the Collaborative Center for Literacy Development. Her research focuses on teachers’ efficacy beliefs and the ways in which classroom contexts influence reading comprehension and motivation, particularly for marginalized students. Her recent research on these topics has been published in a number of journals, including Journal of Educational Psychology, Journal of Educational Research, and Journal of Literacy Research.
  • Victor Malo-Juvera
    University of North Carolina Wilmington
    E-mail Author
    VICTOR MALO-JUVERA is an assistant professor of English Education in the Department of English at the University of North Carolina Wilmington. His research focuses on conducting quantitative and mixed methods studies in English language arts classrooms. His work has been published in Research in the Teaching of English, Journal of Language and Literacy Education, and SIGNAL.
  • Pamela Correll
    University of Kentucky
    E-mail Author
    PAMELA CORRELL is a doctoral candidate at the University of Kentucky. Her research interests include the language and literacy development of nonnative English speaking students and the preparation of classroom teachers to serve English language learners. Her work has been published in the Journal of College Reading and Learning.
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