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`Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school (expanded edition). Washington, D.C.: National Academy Press.
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 585-592.
Emdin, C. (2016). For White folks who teach in the Hood... and the rest of y'all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.
Graham, L. J., & Harwood, V. (2011). Developing capabilities for social inclusion: engaging diversity through inclusive school communities. International Journal of Inclusive Education, 15(1), 135-152.
Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. In Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Publications.
Machado, E. (2018). Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom (Doctoral dissertation, University of Illinois at Chicago).
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.