Who's In My Classroom?: Building Developmentally and Culturally Responsive School Communities

Who's In My Classroom?: Building Developmentally and Culturally Responsive School Communities

Who's In My Classroom?: Building Developmentally and Culturally Responsive School Communities

Who's In My Classroom?: Building Developmentally and Culturally Responsive School Communities


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Capitalize on the latest educational research and youth voices to inform your teaching and become more culturally and developmentally aware

In Who's In My Classroom?, accomplished educator and author delivers an inspirational and practical combination of true stories from teens in Youth Communication's award-winning writing program and the most current educational research. The book links theories of adolescent development and identity formation to best practices in real-world classrooms where teachers strive to form supportive relationships with students.

In this book, you'll find:

  • Narrative and explanations of the most cutting-edge research in educational and developmental psychology and cultural competence
  • Excerpts from stories by students specifically written and edited with social and emotional learning competencies in mind
  • Practical and concrete strategies for administrators and teachers to implement for sustainable improvement in learning outcomes for their students, including the use of Youth Communication’s stories

Perfect for K-12 educators, counselors, and administrators, Who's In My Classroom? is also an indispensable resource for higher education professionals and pre-service teachers seeking a practical guide to help them become more developmentally and culturally responsive in their work.

Product Details

ISBN-13: 9781119824138
Publisher: Wiley
Publication date: 08/31/2021
Pages: 320
Sales rank: 456,137
Product dimensions: 7.30(w) x 9.10(h) x 0.80(d)

About the Author

GESS LEBLANC, PHD, belongs to the Hunter College School of Education. He is the Co-founder of Hunter’s Urban Center for Assessment, Research, and Evaluation and Co-founder of the college’s MA Program in Educational Psychology. He is a sought-after speaker and writer on the subject of culturally responsive teaching.

TIM FREDRICK, PHD, is Senior Director of Education Programs at Youth Communication where he oversees social and emotional learning programs and professional development. He is a teacher and teacher educator with 20 years’ experience working with students in kindergarten through graduate school.

YOUTH COMMUNICATION provides professional development based on true stories by teens that helps educators work with students to strengthen the social, emotional, and literacy skills they need to achieve their academic and life goals.

Table of Contents


Chapter 1: An Introduction to Developmentally and Culturally Responsive Teaching (DCRT)

Chapter 2: Recognizing and Undoing Bias—How Teachers’ Beliefs Impact Students

Chapter 3: How Schools Influence Our Beliefs about Ourselves

Chapter 4: How Schools Shape Gender and Racial Identity Development

Chapter 5: How Stress and Trauma Affect Learning

Chapter 6: How We Can Help Students Heal and Do Better in School

Chapter 7: The Change Process

Chapter 8: Reaching DCRT Goals through True, Teen-Written Stories



What People are Saying About This

From the Publisher

“In Who’s In My Classroom? Dr. LeBlanc does what great teachers do: he brings complex and crucial ideas to life in the everyday world of kids. He does this by curating and synthesizing today’s best social science research and connecting that research to students’ lived experiences, as described by the kids themselves. It is one thing to understand the most classroom-relevant research, it is quite another—and far more powerful—to understand its implications from our students’ perspectives. Dr. LeBlanc’s book will inform and compell research-minded and kid-focused educators everywhere.”

—Mayme Hostetter, President of Relay Graduate School of Education

“The purpose of education is to produce young people who can understand themselves and the world in order to navigate challenges through the common good. Who's in My Classroom? offers us a glimpse at the hopes, dreams, and expectations of these youth by centering their voices, their experiences, and their strengths. Featuring the perspectives of over sixty students, it is a must read of every educator seeking to hone their craft.”

—David Adams, Chief Executive Officer of The Urban Assembly

“Who’s in My Classroom? is a vital resource for new and experienced teachers who truly want to connect to their students by bringing developmentally appropriate and culturally responsive practices to their work. Dr. LeBlanc distills the best research on building supportive classrooms, especially for Black and Brown students, while the stories from the teen writers at Youth Communication bring the research to life. Educators will see themselves and their students in these writers’ stories. They will be moved by the students’ vivid descriptions of teachers who make them feel welcome and motivated to learn. The practical advice at the end of each chapter is precisely what teachers and schools need to bring students’ lives, experiences, strengths, and culture into the center of the educational enterprise.”

—Lisa Delpit, best-selling author of Teaching When the World is on Fire and Other People’s Children

“Who’s in My Classroom? is a must read for teachers and more importantly for any professional who is trying to figure out what it means to create equitable, engaging learning environments that allow young people to be their full selves. I’ve read (and contributed to) research-informed practice guides. The book is a "here’s why" guide that skillfully uses young people’s stories to bring home the obvious: learning is social and emotional. The stories show the specific types of power that teachers have (starting with the power to make assumptions). That opens the door for delivering incredibly specific advice for how to make young people feel like they are trusted and valued, and the powerful impact that has on a young person’s ability to be present and enthusiastic about learning. This is a masterpiece.”

—Karen Pittman, Senior Fellow of The Forum for Youth Investment

“This is an important and timely book. It’s clear that teachers need to know more than their subject area to be effective educators. Students benefit when their teachers also have a foundation in child and adolescent development and are culturally responsive. This book will help teachers develop in both domains. It makes effective use of the student writing that Youth Communication has published over the years by aligning the students’ stories to a developmental framework. The student writing is compelling. It complements the academic and theoretical learning found in most teacher professional development programs and will help even veteran teachers build the relationships with students that can spur academic motivation.”

—Larry Woodbridge, Former Senior Executive Director of the New York City Department of Education’s Office of Leadership

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