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Finding Joy in Teaching Students of Diverse Backgrounds ─ Culturally Responsive and Socially Just Practices in U.S. Classrooms
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Finding Joy in Teaching Students of Diverse Backgrounds ─ Culturally Responsive and Socially Just Practices in U.S. Classrooms

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Nieto (language, literacy, and culture, U. of Massachusetts) profiles 22 teachers who have succeeded at teaching diverse students in various contexts. She interviewed teachers of various experience and grade levels and highlights how they have found joy in teaching vulnerable and marginalized students. She also reviews federal policy and its effects on teachers and schooling, including sociopolitical issues, and teacher preparation and evaluation, including what it means to teach with a social justice perspective, the nature of teacher learning, the impact of typical models of professional development, and more effective approaches, ending with lessons learned related to the dispositions of effective teachers, enacting these values in the classroom, and recommendations for thriving. Annotation c2013 Book News, Inc., Portland, OR (booknews.com)

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Educator, researcher, writer, and teacher, Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts, Amherst. In her career, she has taught students from elementary school through doctoral studies and her research has focused on multicultural education, teacher education, and the education of Latinos, immigrants, and other students of culturally and linguistically diverse backgrounds. With many journal articles, book chapters, and several books to her credit, she has received numerous awards for her scholarship, teaching, and advocacy, including four honorary doctorates. She was selected as a Fellow of the American Educational Research Association and as a Laureate for Kappa Delta Pi in 2011, and in 2012 she served as the Wits-Claude Distinguished Scholar at the University of the Witwatersrand, Johannesburg, South Africa.

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