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Highly Effective Teachers of Vulnerable Students

Practice Transcending Theory


Edited By Mary Poplin and Claudia Bermudez

Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.

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5. “She won’t give up on you”: Math Instruction as Cultural Capital for English Learners (David Tarazón)


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5. “She won’t give up on you”: Math Instruction as Cultural Capital for English Learners


“I’m not telling you it’s going to be easy. I’m telling you it’s going to be worth it.”

—Posted Classroom Slogan

Beginning in the spring of 2015, 17 states transitioned from their state content-specific standardized assessments to the Smarter Balanced Assessment Consortium (SBAC), which produced tests aligned with the Common Core State Standards (CCSS). The SBAC in math emphasizes both conceptual understanding and procedural skills and is aligned to the National Governors Association and College Board’s Common Core Initiative (Common Core State Standards Initiative, 2015). As a part of this transition, students are presently expected to integrate language into math learning. With the CCSS, math assessment and instruction shift beyond the idea of getting answers from questions that are primarily procedurally based to placing an emphasis on students’ mathematical sense making and understanding of math concepts (Santos, Darling-Hammond, & Cheuk, 2012). Students are asked to justify their mathematical responses by explaining “why a particular mathematical statement is true or where a mathematical rule comes from” (Common Core State Standards Initiative, 2015). According to the California’s Common Core State Standards for mathematics (2013), mathematical practices are closely connected with content standards. The eight Standards for Mathematical Practices require students to:

1. Make sense of problems and persevere in solving them

2. Reason abstractly and...

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