Gudwin, D., & Salazar, M. (2010). Mentoring and coaching: A lifeline for teachers in culturally and linguistically diverse classrooms. Thousand Oaks, CA: Corwin Press. ISBN# 9781412979580.
Help new teachers thrive in culturally and linguistically diverse school settings! Drawing from their own personal and professional experience, the authors offer practical examples of how mentors can help novice teachers navigate the challenges of teaching in a culturally and linguistically diverse (CLD) school.
Filled with vignettes that capture the real-life experiences of new teachers and their mentors, this book:
Illustrates how to develop effective teacher-to-teacher mentoring relationships
Raises readers’ awareness of issues that might arise from CLD differences and facilitates more effective communication
Offers reproducible resources, agendas, and other sample materials for a variety of contexts
“These two remarkable educators not only document the development of their own relationship from mentor/mentee to professional colleagues, they also draw from their own experiences, research studies, and the real voices of countless new teachers to provide an excellent, hands-on guide for perfecting the mentoring role in multicultural settings. Kudos!” (Lisa Delpit, Eminent Scholar, Executive Director) [Author of Other People’s Children]
“The authors take an important multicultural approach to mentoring by showing how teachers from different cultural heritages translate concepts into practices. Their concrete examples at different grade levels explain how struggling teachers can become successful. Easy to read and understand, this book contains valuable resources, self-assessment tools, and tips for effective communication that will ensure successful implementation of mentoring programs.” (Ann Nevin, Professor Emerita)
“In this book you hear the voices of new teachers who have struggled with the myriad of challenges that drive so many good and potentially effective teachers out of a career in education. Mentoring and coaching has made a difference in the professional lives of many motivated and talented teachers who have, in turn, improved the learning outcomes of their students. Gudwin and Salazar provide a realistic and practical guide to successful mentoring and coaching that is grounded in their own successful experiences with struggling teachers and students.” (Ronald Felton, Associate Director)
“Sustaining young, spirited, gifted teachers in our public schools, especially in our urban systems, is one of our country’s greatest challenges in education. This book, written by two educators who have brilliantly faced that challenge and helped create a comprehensive program to retain those teachers, is a blueprint for the nation’s ‘way out’ of losing the very people who can inspire a higher level of academic achievement for our children.” (Joan T. Wynne, Professor and Associate Director, Center for Urban Education & Innovation)
“Using the voices of teachers, mentors, and school leaders, this book is an insightful analysis of the role that mentoring and teacher induction programs play in the retention and success of urban public school teachers. A must-read for all stakeholders serious about teacher success in today’s challenged climate surrounding public education. This book represents the hope that is necessary to retain the next generation of public school teachers.” (Louie F. Rodriguez, Associate Professor)
Parent Handbook – part of a workshop series
Gudwin, D., (2013). The most effective strategies to help your child in reading: The most effective strategies to help your child in reading. A handbook for parents of children in grades pre-k to 5th. A parent handbook – professional development series. Seattle, WA: DGPress. ISBN # 9780615884325
Teacher Handbook – part of a workshop series
Gudwin, D., ( 2013). Practical strategies for meeting the rigorous Common Core State Standards for reading (Grades K-2): A teacher handbook – professional development series. Seattle, WA: DGPress. ISBN # 9780615884325
Are you a K-2 educator who wants to provide the most effective, high quality instruction? Do you want to engage your students to increase motivation? Do you want ideas and practical strategies to use right away? This handbook is designed to accompany an on-site one-day professional development workshop. Teachers across the United States have found this workshop handbook to be an effective resource to their instructional practice.
Cheyney, W., Cohen, J., & Gudwin, D. (2007). Phonological awareness and early literacy assessment, Early Wright Skills Program. McGraw-Hill/The Wright Group. ISBN# 1-4045-4127-6.
Cramer, E., Gudwin, D., & Salazar, M. (September 2007). Journal of Urban Learning, Teaching, and Research, Volume 3, p. 23-38.
Title: Professional development: Assisting urban schools in making annual yearly progress. Journal of Urban Learning, Teaching, and Research.
Abstract: Under the No Child Left Behind Act (2002), all schools are required to demonstrate that all students make annual yearly progress (AYP). This can be difficult, particularly for students in urban schools and even more so for students with disabilities. The authors report on one large urban school district’s attempts to provide support to 140 schools that did not meet AYP in the 2003-2004 school year. Two years worth of support through professional development are described, as well as the achievement results for all schools with a particular focus on two case study schools. (Contains 5 tables.)
Salazar, M., Gudwin, D., & Nevin, A. (2008, Spring). Volume 8(2), p. 50-56.
Title: A qualitative study of new/early career special education teacher retention in a multicultural urban setting. Florida Educational Leadership Journal (ASCD).
Abstract: A look at new and early career special education teachers retention. Real life vignettes in a multicultural setting are included.
Gudwin, D. (2002) ERIC Document ED 466 869. Paper Presented: Eastern Educational Research Association, affiliate of American Educational Research Association (AERA)
Title: A qualitative study of the perceptions of six preservice teachers: Implementing oral and written retelling strategies in teaching reading to students with learning disabilities.
Abstract: This paper discusses a case study that explored how six preservice teachers perceived their experiences in using an oral and written retelling strategy in teaching reading to students with learning disabilities. A qualitative research design was used in the form of a descriptive case study approach. The 6 subjects were undergraduate female students (ages 21-28), who were completing their student teaching semester in four elementary schools, one middle school, and one senior high school. Five of the subjects were placed in a varying exceptionality setting and one in an inclusion setting. Data included written surveys, weekly audiotaped and transcribed focus group sessions, written samples of retells, analysis of scores, checklists, surveys, and rubrics, as well as observation/debriefing.
Findings from the study indicate the six preservice teachers engaged in
retelling activities during their student teaching semester, finding it a
positive and productive strategy to increase reading skills, writing
proficiency, vocabulary experiences, and oral language; encourage risk-taking
and positive social interactions; and increase self-esteem. The sharing of
student teaching experiences and perceptions in weekly sessions, coupled with
an observation and debriefing, also enabled the preservice teachers to
experience a positive growth of confidence and competency. (Contains 46