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Culturally Responsive Differentiated Instruction: Narrowing Gaps Between Best Pedagogical Practices Benefiting All Learners


by Lorri J. Santamaria - 2009


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Cite This Article as: Teachers College Record Volume 111 Number 1, 2009, p. 214-247
https://www.tcrecord.org ID Number: 15210, Date Accessed: 7/5/2020 7:27:41 AM
 
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About the Author
  • Lorri J. Santamaria
    California State University, San Marcos
    E-mail Author
    LORRI J. SANTAMARIA has more than a decade of educational experience working with cultural and linguistically diverse learners from kindergarten through higher education. Currently she is Associate Professor of Multicultural/ Multilingual Education and Co-Coordinator of the Part-time Multiple Subjects Teacher Credential and Teacher Recruitment programs at California State University, San Marcos. There she teaches courses in the College of Education Teacher Preparation Program, conducts research, and writes with a focus on diversity and schooling, theory and methods of bilingual education, elementary multilingual education, and special education assessment. Recent publications include, with J. S. Thousand, “Collaboration, Co-Teaching, and Differentiated Instruction: A Process Oriented Approach to Whole Schooling” in International Journal of Whole Schooling (2004), and, with C. Mercado, “A Comparative Perspective on Educational Research for Latinos: Problems and Possibilities” in Latino Education: An Agenda for Community Action Research, ed. P. Pedrazo & M. Rivera (Lawrence Erlbaum, 2005).
 
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