Promoting Educational Success through Culturally Situated Instruction

(Hardback)

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Promoting Educational Success through Culturally Situated Instruction uniquely highlights the power of educational equity, constructivism, and situated literacy. While many books discuss diversity or constructivism, and some address situated literacy, this book synthesizes all three components to produce synergy. Situatedness is the core of diversity, and the strategies and insights in each chapter equip students to reach their full potential. This text synthesizes educational equality, constructivism, and situated literacy in unique and practical ways that strategically prepare students for the next level of learning. These chapters provide insights for educational opportunities that personalize learning, take learning to the next level, and provide transformative strategies to empower students. Each chapter explores an area of education in which situatedness and a connection to the learner at a deep, personal level are components of the teaching/learning scenario.

Reviews

As a new instructor of teacher education, I am always looking for resources that can help my students make that important connection between themselves as teachers and their students. This text provides an important guide for teaching diverse student populations. Educators will learn how to use tolerance, appreciation, and respect for different cultures as tools for personalizing their lessons to their individual students and their unique backgrounds. I anticipate this book being an essential text for my courses.

Promoting Educational Success through Culturally Situation Instruction is an informative text covering many facets of literacy instruction using the background of culturally relevant instructional strategies as its base. Through the connection of theorists including Rosenblatt, Vygotsky, Piaget, Bartlett, and Dewey, this edited collection is grounded in foundational theories to support ways educators can embrace culturally situated instruction in their classrooms. This text enhanced my own knowledge of culturally responsive instruction through its generative nature of classroom possibilities. Many relevant classroom topics were expanded upon such as situated cognition, situated literacy, and sociocultural learning. I appreciated the positive framing of these challenging topics in ways that I can help my own pre-service teachers develop practices that will embrace and meet the educational needs of all students in their classrooms.

Author Bio

Wally D. Thompson is assistant professor in the department of curriculum and instruction at Eastern New Mexico University.

Debra Coffey is associate professor in the department of elementary and early childhood education at Kennesaw State University.