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Books by Dr. Hollie

Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success

Implement these strategies and suggestions to support culturally and linguistically diverse students. The five pedagogical areas addressed in this resource are Classroom Management, Use of Text, Academic Vocabulary, Situational Appropriateness, and Learning Environment.

The Will to Lead, the Skill to Teach: Transforming Schools at Every Level

School improvement begins with self-examination and honest dialogue about socialization, bias, discrimination, and cultural insensitivity. In The Will to Lead, the Skill to Teach, the authors acknowledge both the structural and sociological issues that contribute to low-performing schools, and describe how leaders can create a healthy school culture. They offer multiple strategies and activities to improve classroom management, increase literacy, establish academic vocabulary, and create an engaging learning environment.

 

CLR Workbook

Strategies for Culturally and Linguistically Responsive Teaching and Learning

Provide teachers with concrete strategies to support instruction for students with culturally and linguistically diverse backgrounds. Incorporate the tools and tips in this resource into daily instruction to educate students of diverse backgrounds. Educators will learn to examine all aspects of teaching practices in order to be successful in educating all students to the expectation of today's standards. Use this professional resource to build an understanding of the significance of teaching practices, the classroom environment, and assignments in regards to the increasingly diverse student populations.

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The Oxford Handbook of African American Language

edited by Sonja Lanehart

Chapter 31 -  "Balancing Pedagogy with Theory: The Infusion of African American Language Research into Everday Pre-K-12 Teaching Practices" by Dr. Sharroky Hollie, Dr. Jamila Gillenwaters and Tamara Butler

The goal of The Oxford Handbook of African American Language is to provide readers with a wide range of analyses of both traditional and contemporary work on language use in African American communities in a broad collective. The Handbook offers a survey of language and its uses in African American communities from a wide range of contexts organized into seven sections: Origins and Historical Perspectives; Lects and Variation; Structure and Description; Child Language Acquisition and Development; Education; Language in Society; and Language and Identity. It is a handbook of research on African American Language (AAL) and, as such, provides a variety of scholarly perspectives that may not align with each other -- as is indicative of most scholarly research. The chapters in this book "interact" with one another as contributors frequently refer the reader to further elaboration on and references to related issues and connect their own research to related topics in other chapters within their own sections and the handbook more generally to create dialogue about AAL, thus affirming the need for collaborative thinking about the issues in AAL research. Though the Handbook does not and cannot include every area of research, it is meant to provide suggestions for future work on lesser-studied areas (e.g., variation/heterogeneity in regional, social, and ethnic communities) by highlighting a need for collaborative perspectives and innovative thinking while reasserting the need for better research and communication in areas thought to be resolved.

 


Proud to be different

Proud To Be Different: Ethnocentric Charter Schools in America edited by Robert A. Fox and Nina K. Buchanan

Chapter 3 "A Model for Educating African American Students by Dr. Sharroky Hollie and Dr. Tonikiaa Orange

This is a book about ethnocentric niche charter schools. What are they? When did they first appear? From where did the term come? How do they differ from regular charter schools and from district-run traditional public schools? Each subject chapter was created by a team consisting of at least one educational researcher and at least one charter school practitioner. The goal is to make the book readable for everyone (policymakers, parents, teachers, older students) while providing a framework of rigor from which to view each charter school. Hence: the teams. The authors took special pains to create a book which exhibits the objectivity of the educational researcher while, at the same time, inviting the reader into each school by painting a human picture of its ethos. Each chapter contains a description of the school told by people who actually taught or learned or sent their children there.

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