How Teachers Do and Don’t Address Issues of Diversity in Literacy Instruction-Reference-Cited by-同舟云学术

How Teachers Do and Don’t Address Issues of Diversity in Literacy Instruction

Published:2023-03-02 Issue:5 Volume:44 Page:563-587
ISSN:0270-2711
Container-title:Reading Psychology
language:en
Short-container-title:Reading Psychology

Author:

Ortlieb Evan¹^ORCID,Grote-Garcia Stephanie²,Pletcher Bethanie³^ORCID,Hudson Alida⁴,Perfetto Annalisa⁵,Durham Patricia⁶,Anderson Kristin⁷,Schatz Susan⁷,Kerbs Macie⁶^ORCID

Affiliation:

1. The Citadel, Charleston, South Carolina, USA

2. University of the Incarnate Word, San Antonio, Texas, USA

3. Texas A&M University – Corpus Christi, Corpus Christi, Texas, USA

4. Texas A&M University, College Station, Texas, USA

5. Ed Therapy NYC, New York, New York, USA

6. Sam Houston State University, Huntsville, Texas, USA

7. St. John’s University, New York, New York, USA

Publisher

Informa UK Limited

Subject

Linguistics and Language,Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02702711.2023.2179141

Reference71 articles.

1. Agarwal, S. K., Kumar, A., Nanavati, A. A. & Rajput, N. (2009). Content creation and dissemination by-and-for users in rural areas [Paper presentation]. International Conference on Information and Communication Technologies and Development, Doha, Qatar.

2. Association of Teacher Educators. (2020). Standards for teacher educators. https://www.ate1.org/standards-for-teacher-educators.

3. Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds

4. Culturally Responsive Instruction: Application to Multiethnic Classrooms

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