Hannah's+References

Work Cited:

Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. //Teacher Education Quarterly //, 38(1), 65-84.

Brozo, W., & Gaskin, C. (2009). Engaging texts and literacy practices for adolescent boys. In K. Wood & W. Blanton (Eds.), //Literacy Instruction for Adolescents // (pp. 170-186). New York: Guilford.

Dooley, C. (2008). Multicultural Literacy Teacher Education: Seeking Micro-Transformations. //Literacy Research And Instruction //, 47(2), 55-75.

Evans, S. (2010). The Role of Multicultural Literature Interactive Read-Alouds on Student Perspectives Toward Diversity. //Journal Of Research In Innovative Teaching //, 3(1), 92-104.

Hayik, R. (2011). Critical Visual Analysis of Multicultural Sketches. //English Teaching: Practice And Critique //, 10(1), 95-118.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Hogg, L. (2011). Funds of Knowledge: An Investigation of Coherence within the Literature. //Teaching And Teacher Education: An International Journal Of Re//s//earch And Studies//, 27(3), 666-677.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Lazar, A. M., & Offenberg, R. M. (2011). Activists, Allies, and Racists: Helping Teachers Address Racism through Picture Books. //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Journal Of Literacy Research //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">, 43(3), 275-313.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Li, G. (2010). Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America's Inner City. //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Reading & Writing Quarterly //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">, 26(2), 140-165.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Locke, T., & Cleary, A. (2011). Critical Literacy as an Approach to Literary Study in the Multicultural, High-School Classroom. //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">English Teaching: Practice And Critique //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">, 10(1), 119-139.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Morris, T., & Leavey, G. (2006). Promoting Phonological Awareness in Nursery-Aged Children through a Sure Start Early Listening Programme. //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">International Journal Of Early Years Education //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">, 14(2), 155-168.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Sprague, M., & Keeling, K. (2009). Paying attention to girls' literacy needs. In K. Wood & W. Blanton (Eds.), //<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;">Literacy Instruction for Adolescents //<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 16px; text-decoration: none; vertical-align: baseline;"> (pp. 187-209). New York: Guilford.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Stevens, E., & Brown, R. (2011). Lessons Learned from the Holocaust: Blogging to Teach Critical Multicultural Literacy. //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Journal Of Research On Technology In Education, //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">44(1), 31-51.

<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Szecsi, T., Spillman, C., Vazquez-Montilla, E., & Mayberry, S. C. (2010). Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature. //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">Multicultural Education //<span style="background-color: transparent; color: #000000; font-family: Cambria; font-size: 16px; text-decoration: none; vertical-align: baseline;">, 17(4), 44-48.