Rogers, A. M., Lynn, H. H., & Staal, L. A. (2014). Using culturally responsive teaching and technological pedagogical content knowledge (TPACK) with eighth grade Lumbee students. Reading Matters, 14, 25-30.

Abstract:

“This article is an update on a project reported on in last year’s edition of Reading Matters in the article “Using Kindle Fires to Fuel the Flames of Reading Motivation: Eighth Grade Students Read the Hunger Games” (Rogers, Higgins, & Staal, 2013). As the three researchers from the University of North Carolina at Pembroke began their second year of a successful literacy partnership with a local K-8 school, it was important for them to assess exactly what had worked well in the previous year and what they needed to do to further their goals, asthey worked with eighth graders to improve their reading motivation. The K-8 school, close in proximity to the university, is situated in a predominantly Lumbee Indian community, a state-recognized Native American tribe located in rural eastern North Carolina. It is a Title I, K-8 school with 968 students in 2012-13. The demographics of the school include 89% Native American, 4% White, 5% African American, and 2% Hispanic students (http://www.ncpublicschools.org/fbs/resources/data/esas/). According to the school report card, prior to the startof this project, 60.5% of 8th graders passed their end-of-year reading assessment (http://www.ncreportcards.org/src/).”