The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation. Drawing on research and theory reflecting a range of perspectives ─ multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy ─ it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators.
Literacy for All Students
- Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration)
- Provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students
- Presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing
A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative.
Table of Contents
Part I: The Sociocultural Context of Literacy Instruction
2. Classroom Caring and Teacher Dispositions: The Heart to Teach All Students
3. Classroom Climate/ Physical Environment: Creating an Inclusive Community
4. Parent Collaboration: Developing Partnerships with Families and Caregivers
Part II: Core Instructional Practices
5. Culturally Responsive Assessment: Creating a Culture of Learning
6. Curriculum and Planned Experiences: Bridging the Classroom with Students' Worlds
7. Pedagogy/ Instruction: Beyond "Best Practices"
8. Discourse/ Instructional Conversation: Connecting School and Personal Discourses
Part III: Becoming Critical
9. Sociopolitical Consciousness/ Multiple Perspectives: Empowering Students to Read the World
Rebecca Powell is Marjorie Bauer Stafford Endowed Professor of Education at Georgetown College, Kentucky
Elizabeth C. Rightmyer is an independent Education/Research Consultant. She directs the statewide Read to Achieve research project from which this book evolved.
"Literacy For All Students is a worthwhile read, challenging teachers to rethink best practices and reminding them that instruction should speak to the lives of the students."—International Journal of Multicultural Education