Add to ORKGIt is critical that teacher educators challenge themselves and teacher candidates to develop cultural awareness and promote culturally relevant pedagogy due to the overrepresentation of White teacher educators and P-12 teachers and the increasingly diverse school population. The purpose of this inquiry was to explore how one teacher educator implemented experiences with White teacher candidates including autobiographical explorations, literature circles, critical reflection, and dialogue to inform the work of teacher educators who cultivate cultural awareness
Though America\u27s public schools have become increasingly diverse, the teaching staff remains rela...
Teacher perceptions about diversity and the achievement gap were examined. Participants were altern...
Reflecting the shift in population in the United States, classrooms are becoming increasingly more d...
A critical concern in preparing teachers for urban schools is helping them make sense of race, ident...
Multicultural education has become a core component in current teacher education. One of the goals o...
The features that constitute significant and evocative multicultural learning for teachers has been ...
This dissertation uses interpretive and traditional qualitative methods to study one semester of a g...
Presentation given at the Annual Meeting of the American Educational Research Association, Chicago, ...
A life history approach was used to examine the narratives of 6 White teachers of racially diverse c...
Despite efforts to redesign an urban teacher education program for social justice and equity, facult...
Novice teachers of color (TOC) in predominantly White programs of teacher preparation have experienc...
Recently, teacher preparation programs have called for an increased awareness of issues surrounding ...
Paper presented to the 7th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held...
Historically the cultures of certain ethnic groups in the United States have been rendered invisible...
The process of becoming culturally competent teachers could be hindered depending on the kind of dis...
Though America\u27s public schools have become increasingly diverse, the teaching staff remains rela...
Teacher perceptions about diversity and the achievement gap were examined. Participants were altern...
Reflecting the shift in population in the United States, classrooms are becoming increasingly more d...
A critical concern in preparing teachers for urban schools is helping them make sense of race, ident...
Multicultural education has become a core component in current teacher education. One of the goals o...
The features that constitute significant and evocative multicultural learning for teachers has been ...
This dissertation uses interpretive and traditional qualitative methods to study one semester of a g...
Presentation given at the Annual Meeting of the American Educational Research Association, Chicago, ...
A life history approach was used to examine the narratives of 6 White teachers of racially diverse c...
Despite efforts to redesign an urban teacher education program for social justice and equity, facult...
Novice teachers of color (TOC) in predominantly White programs of teacher preparation have experienc...
Recently, teacher preparation programs have called for an increased awareness of issues surrounding ...
Paper presented to the 7th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held...
Historically the cultures of certain ethnic groups in the United States have been rendered invisible...
The process of becoming culturally competent teachers could be hindered depending on the kind of dis...
Though America\u27s public schools have become increasingly diverse, the teaching staff remains rela...
Teacher perceptions about diversity and the achievement gap were examined. Participants were altern...
Reflecting the shift in population in the United States, classrooms are becoming increasingly more d...