on culturally responsive teaching is essential reading in addressing the needs of today’s diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include: Expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans. A new section on standards and diversity. New examples of culturally diverse curriculum content. More examples of programs and techniques that exemplify culturally responsive teaching. An emphasis on positive, action-driven possibilities in student–teacher relationships. New material on culturally diverse communication, addressing common myths about language diversity and the effects of “English Plus” instruction.Praise for the First Edition!A Choice recommended title. "A comprehensive account of the important role that culture plays in the teaching and learning process." ? Urban Education "From her careful analysis of the educational research and best practices literature, and her wealth of experiences from working with P/K–18 students and teachers, Gay clearly explains how culturally responsive teaching can be used to dramatically influence the academic achievement of students of color and other marginalized students."?Carl A. Grant, University of Wisconsin at Madison"Geneva Gay has written a passionate and inspiring book that provides a comprehensive explanation of culturally responsive teaching and how it can make a difference in the lives of students of color. She argues that all teachers, regardless of their ethnic group membership, must have the ‘courage, competence, and confidence’ to teach in a culturally relevant manner.”?Christine Bennett, Indiana University"Written by one of the leading interpreters of diversity in the schools, this book challenges all teachers to reconsider their pedagogical and personal approaches to young people in our nation's increasingly multicultural classrooms."?Carlos E. Cortés, University of California, Riverside

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