Article Title
Abstract
The purpose of this article is to highlight the teaching practices of two teacher educators who teach at universities in the Midwest. The authors detail the myriad ways in which they use a balanced literacy approach that is culturally relevant in their courses at Illinois State University (Normal, IL) and the University of Wisconsin-Milwaukee (Milwaukee, WI), to more effectively prepare PK-12 urban educators. The authors point to the demographic imperative, as shifting demographics continue, the need for highly effective teachers who can teach our nation’s culturally and linguistically diverse PK-12 students becomes ever more critical.
Recommended Citation
Hartlep, Nicholas and Joseph, Tatiana (2014) "Using Balanced Literacy for Delivering Culturally Relevant Pedagogy to Prepare Teachers: A 20-Year Perspective on Dreamkeepers" e-Journal of Balanced Reading Instruction 2(1), article 3 Available at http://digitalcommons.lsu.edu/jblri/vol2/iss1