CURRICULUM AND INSTRUCTION

Alexander-Smith, A.C. (2004).  Feeling the rhythm of the critically conscious mind.  English Journal.  93 (3), 58-63.

Allender, D. (2004).  Popular culture in the classroom.  English Journal.  93 (3), 12-14.

Ambrosio, T. (2004).  Bringing ethnic conflict into the classroom: A student-centered simulation of multiethnic politics.  PS.  37 (2), 285-289.

Ball, A.F. (2000).  Empowering pedagogies that enhance the learning of multicultural students.  Teachers College Record.  102 (6), 1006-1034.

Berghoff, B., Bixler-Borgmann, C., and Parr, C. (2003).  Cycles of inquiry with the arts.  Language Arts.  80 (5), 353-362.

Bisplinghoff, B.S. (2002).  Teacher planning as responsible resistance.  Language Arts.  80 (2), 119-128.

Brenner, D., Jayroe, T., and Boutwell, A. (2003).  Building on the strengths of families: The promising readers program.  Language Arts.  80 (4), 275-283.

Callahan, M. and Low, B.E. (2004).  At the crossroads of expertise: The risky business of teaching popular culture.  English Journal. 93 (3), 52-57.

Campbell Jones, B. and Campbell Jones, F. (2002).  Educating African American children: Credibility at the crossroads.  Educational Horizons.  80 (3), 133-139.

Curtis, A.C. (1998).  Creating culturally responsive curriculum: Making race matter.  The Clearing House.  71 (3), 135-139.

Delpit, L. (1986).  Skills and other dilemmas of a progressive black educator.  Harvard Educational Review.  56 (4), 379-385.

Levine, D.U. (1994).  Instructional approaches and interventions that can improve the academic performance of African American students. Journal of Negro Education. 63 (1), 46-63.

Mahiri, J. (1998).  Streets to schools: African American youth culture and the classroom.  The Clearing House.  71 (6), 335-338.

Risko, V., Vukelich, C., and Roskos, K.  (2002).  Preparing teachers for reflective practice: intentions, contradictions, and possibilities. Language Arts.  80 (2), 134-144.