Literacy Matters Vol 24 Winter 2024

Omni, M., &Winant, H. (1994). Racial formation in the United States. N. York: Routledge .

Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and white students perceive campus climate for underrepresented groups. Journal of college student development , 46 (1), 43-61. Savage, C., Hübner, N., Biewen, M., Nagengast, B., & Polikoff, M. S. (2021). Social Studies Textbook Effects: Evidence From Texas. AERA Open , 7 . https://doi. org/10.1177/2332858421992345

Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93-97. https://doi. org/10.3102/0013189X12441244 Paris, D., & Alim, H. S. (2014). What AreWe Seeking to Sustain through Culturally Sustaining Pedagogy? A Loving Critique Forward. Harvard Educational Review, 84 (1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77

Scheerens, J. (2016). Educational effectiveness and ineffectiveness. A critical review of the knowledge base , 389.

Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world . Teachers College Press.

Tarr J. E., Reys R. E., Reys B. J., Chávez Ó., Shih J., Osterlind S. J. (2008). The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education , 39(3), 247–280. https://doi.org/10.2307/30034970 Valverde G. A., Bianchi L. J., Wolfe R. G., Schmidt W. H., Houang R. T. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks . Kluwer Academic. https://doi. org/10.1007/978-94-007-0844-0

Price-Dennis, D. (2016). Developing curriculum to support Black girls’ literacies in digital spaces. English Education , 48 (4), 337-361.

Literacy Matters General Articles

Phuong-Mai, N., Terlouw, C., Pilot, A., & Elliott, J. (2009). Cooperative learning that features a culturally appropriate pedagogy. British Educational Research Journal, 35 (6), 857–875. https://doi.org/10.1080/01411920802688762 Ramsay-Jordan, N. (2020). Preparation and the real world of education: How prospective teachers grapple with using culturally responsive teaching practices in the age of standardized testing. International Journal of Educational Reform , 29 (1), 3-24.

Wright, N. L., Longerbeam, S. D., & Alagaraja, M. (2022). Chronic codeswitching: Shaping Black/White multiracial student sense of belonging. Genealogy , 6 (3), 75.

Yang, D. (2011). A comparison of content in syllabus-based senior geography textbooks and standards-based senior geography textbooks in mainland China. International Research in Geographical and Environmental Education , 20 (2), 121-138.

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RoKami Taylor-Gillette is an educational consultant with over two decades of experience as a public school educator. Her research interests include critical literacy practices of culturally and linguistically diverse young students, children’s literature, and culturally sustaining pedagogies. She is the former vice president of South Carolina Early Childhood Association, District 7, which represents the Midlands area of South Carolina. Dr. Candace Pattman is a native of South Carolina and has been a resident in Columbia since 2016. As the wife of a veteran, her travels have led her to focus on the amplification of individuals inner voice. She has always believed that giving back is the greatest way to move forward. She is a self-proclaimed Educational Advocate, Motivational Speaker, and Intentional Inclusionist who works tirelessly to ensure that every voice is heard and all has a seat at the table. Dr. Pattman is a proud graduate of the University of South Carolina Columbia where her emphasis was Biology. She furthered her education by receiving her Master in Teaching and Education from

Western Governors University. To complete her educational training, Dr. Pattman received her Doctorate in Education with emphasis on Transformational Leadership from Concordia University. She has a vast background in secondary and higher education, technology incorporation in the classroom, transformative motivation, and educational policy. She currently serves on the board of directors for Agapeland Community Services, Murrell Construction Institute, and James Murrell Reinforcement to name a few. As a science teacher by trade, Dr. Pattman helps to teach and mentor students from preteen to adulthood. In her free time, she can be found spending time with her husband and three children, attending and organizing events for Richland County Democratic Women’s Council, mentoring students in alternative settings, and volunteering at her church. Dr. Pattman believes that with the skills she possesses, she can and will focus on the issues that currently face this generation. She is thrilled to develop new strategies and initiatives that will bridge the gap between our youth and adults to better prepare them and others with skills needed to compete in the 21st century and beyond.

| 30 | Literacy Matters | Volume 24 • Winter 2024

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