Raising Black Students' Achievement Through Culturally Responsive Teaching

Johnnie McKinley

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About This Book

In this book, Johnnie McKinley presents the results of her in-depth study of a group of teachers in grades 3–8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classrooms. 

McKinley uses the educators' own words and illustrative "virtual walkthroughs" of lessons in action to examine these strategies in detail. In addition, the book includes

• An overview of the research literature on effective responses to the achievement gap;
• Instructions for conducting classroom walkthroughs, including a series of feedback forms that teachers can use to conduct walkthroughs in their schools; and
• A comprehensive guide to the author's Teaming for Culturally Responsive Classrooms (TCRC) model--an innovative multistep framework for assessing the cultural responsiveness of teaching strategies in schools.

Educators have been struggling for decades to remedy the disparity in academic outcomes between black and white students. This book shows how one remarkable group of teachers harnessed the power of culturally responsive teaching to do just that. 

By following the path outlined in Raising Black Students' Achievement Through Culturally Responsive Teaching, you too can help your black students to become engaged, self-confident, and successful learners.

See the book's table of contents and read excerpts.

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About the Author

JOHNNIE MCKINLEY is passionate about helping implement two changes that are proven to improve achievement for all students, particularly students of color: changing teacher-student classroom interactions and engaging parents and the community as knowledgeable advocates for children. She has been invested in teacher development as coordinator for district-level professional development, teacher certification, and induction programs, and has served as a district-level director of equity and achievement.

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