The Handbook of Research on Effective Communication in Culturally Diverse Classrooms focuses on the significance of cultural sensitivity toward diverse students and the importance of communication to increase the overall educational experience.

Table of Contents

• Foreword
• Preface
• Acknowledgment
• Chapter 1 Literacy and Early Childhood: A Culturally Responsive Program for Mexican Mothers
• Chapter 2 Culturally Responsive Pathway Pedagogues: Respecting the Intricacies of Student Diversity in the Classroom
• Chapter 3 Addressing Culturally Consonant Character Development and Research
• Chapter 4 The Homeostatic Classroom: A New Framework for Creating an Optimal Learning Environment
• Chapter 5 Dynamics of Culture and Curriculum Design: Preparing Culturally Responsive Teacher Candidates
• Chapter 6 Learning to Partner: Implementation of a Partnership to Reform High School English Instruction
• Chapter 7 School Home Interactive Curriculum Development: Teachers and Families in Partnership
• Chapter 8 Public Libraries: Analysis of Services for Immigrant Populations and Suggestions to Improve Outreach
• Chapter 9 Are Teaching Practices Suitable for Classes of Six-Year-Old Children?
• Chapter 10 Applied Behavior Analysis and Autism: A Latin American Case
• Chapter 11 Improving Vocabulary at the Secondary Level: History, Literature, and Findings
• Chapter 12 Thinking Transnationally: The Reunification of Migrant Families
• Chapter 13 From “Oh My Gosh I’m Going to Get Mugged” to “See[ing] Them as People Who Are Just Like Me”
• Chapter 14 Equity and Inclusion in Today’s Diverse and Inclusive 21st Century Classroom: Fostering Culturally Responsive Pre-Service Teachers with the Tools to Provide Culturally Responsive Instruction
• Chapter 15 Facilitating Active Citizenship in Students through the Strengthening of University-Community Partnerships
• Chapter 16 Reengaging Texts, French, and Cultural Narratives: A Teaching Model for Crosscultural Communication in the Experiential Humanities
• Chapter 17 High-Impact Practices: Integrating the First-Year Experience with Service-Learning and Study Abroad
• Chapter 18 Study Abroad and Service-Learning in a Catholic Social Teaching Context: The Implications for Teacher Education and Social Justice
• Chapter 19 Serving an International Higher Education Partner Using a Problem-Based Learning Format
• Chapter 20 Service Learning in Higher Education: Results of an Economics and Business School Experience in Chile
• Chapter 21 Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy
• References