Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

by Zaretta L. Hammond

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A bold, brain-based teaching approach to culturally responsive instruction

To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now.


In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.


The book includes:


  • Information on how one’s culture programs the brain to process data and affects learning relationships
  • Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners
  • Prompts for action and valuable self-reflection

Product Details

ISBN-13: 9781483308029
Publisher: SAGE Publications
Publication date: 11/13/2014
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 192
Sales rank: 143,380
File size: 2 MB

About the Author

Zaretta Hammond is a former classroom English teacher who has been doing instructional design, school coaching, and professional development around the issues of equity, literacy, and culturally responsive teaching for the past 18 years.  She teaches as a lecturer at St. Mary’s College’s Kalmanovitz School of in Moraga, California.

In addition to consulting and professional development, she has been on staff at national education reform organizations, including the National Equity Project and the former Bay Area School Reform Collaborative (BASRC).  She has trained instructional coaches in reading development, especially targeted at students of color and English learners.  She has also designed national seminars such as the three-day Teaching with A Cultural Eye series for teachers and school leaders. She is regularly invited to present at regional and national conferences. She has authored articles that have appeared in publications such as Phi Delta Kappan.

Along with a focus on culturally responsive teaching, Ms. Hammond has a strong research agenda around literacy, vocabulary development, and equity. She has designed culturally responsive tutor training programs aimed at volunteer reading tutors for a variety of non-profit organizations. She currently designing a literacy program to accelerate low reading skills among high school students. She holds a Masters in Secondary English Education.

She also writes the popular blog.  Zaretta is the proud parent of two young adult children, both of whom she taught to read before they went to school. She resides in Berkeley, CA with her husband and family. 

Table of Contents

Foreward by Yvette Jackson
About the Author
Part I: Building Awareness and Understanding
1. Climbing Out of the Gap
2. What's Culture Go to Do with It?
3. This is Your Brain on Culture
4. Preparing to Be a Culturally Responsive Practitioner
Part II: Building Learning Partnerships
5. Building the Foundation of Learning Partnership
6. Establishing Alliance in the Learning Partnership
7. Shifting Academic Mindset in the Learning Partnership
Part III: Building Intellective Capacity
8. Information Processing to Build Intellective Capacity
9. Creating a Culturally Responsive Community for Learning
10. Epilogue

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students 5 out of 5 based on 0 ratings. 1 reviews.
IdaOberman More than 1 year ago
Hammond's book offers a powerful framework as we all grapple with how to serve our increasingly linguistically  and culturally diverse children better.   With the author we  learn to  focus on " building underserved students'  cognitive resources as a strategy in closing the achievement gap" (p.6). I appreciate the reference to  Boykin  and Noguera's  charge  to ensure that when such assets "are not yet part of the student's repertoire, educators must directly provide for their acqnaision and use…" (quoted p. 6). I am just rereading  the chapter, 'This is your brain on culture' (p.36ff).  Love the title. Love the content.