Learning to Teach Culturally Diverse Learners: Charting Change in Preservice Teachers' Thinking about Effective Teaching

Elementary School Journal

Volumn 98, Issue 3, 1998, Pages 189-220

  Artiles, Alfredo J ^a   McClafferty, Karen ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000100610     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/461891     Document Type: Article

References (56)

1. Aguilar, T. E., & Pohan, C. A. (1996). Using a constructivist approach to challenge preservice teachers' thinking about diversity in education. In F. Rios (Ed.), Teacher thinking in multicultural contexts (pp. 260-281). Albany: State University of New York Press.
2. Ahlquist, R. (1992). Manifestations of inequality: Overcoming resistance in a multicultural foundations course. In C. A. Grant (Ed.), Research and multicultural education: From the margins to the mainstream (pp. 89-105). London: Falmer.
3. Alexander, P. A., & Dochy, F. J. R. C. (1995). Conceptions of knowledge and beliefs: A comparison across varying cultural and educational communities. American Educational Research Journal, 32, 413-442.
4. Artiles, A. J. (1996). Teacher thinking in urban schools: Toward a contextualized research agenda. In F. Rios (Ed.), Teacher thinking in multicultural contexts (pp. 23-52). Albany: State University of New York Press.
5. Artiles, A. J., & Barreto, R. (1996, April). Tracing the evolution of teacher thinking about multicultural teaching: Two case studies of novice teachers. Paper presented at the annual meeting of the Council for Exceptional Children, Orlando, FL.
6. Artiles, A. J., Barreto, R., Peña, L., & McClafferty, K. (in press). Struggling to become effective teachers of culturally diverse learners: A longitudinal case study of two novice bilingual teachers in urban schools. Remedial and Special Education.
7. Artiles, A. J., Mostert, M. P., & Tankersley, M. (1994). Assessing the link between teacher cognitions, teacher behaviors, and pupil responses to lessons. Teaching and Teacher Education, 10, 465-481.
8. Artiles, A. J., & Trent, S. C. (1997). Forging a research program on multicultural preservice teacher education: A proposed analytic scheme. In J. W. Lloyd, E. Kameenui, & D. Chard (Eds.), Educating students with disabilities (pp. 275-304). Hillsdale, NJ: Erlbaum.
9. Banks, J. A., & Banks, C. A. M. (Eds.). (1993). Multicultural education: Issues and perspectives. Boston: Allyn & Bacon.
10. Banks, J. A., & Banks, C. A. M. (Eds.). (1995). Handbook of research on multicultural education. New York: Macmillan.
11. Barry, N. H., & Lechner, J. V. (1995). Preservice teachers' attitudes about and awareness of multicultural teaching and learning. Teaching and Teacher Education, 11, 149-161.
12. Bennett, C., Niggle, T., & Stage, F. (1990). Preservice multicultural teacher education: Predictors of student readiness. Teaching and Teacher Education, 6, 243-254.
13. Beyerbach, B. A. (1988). Developing a technical vocabulary on teacher planning: Preservice teachers' concept maps. Teaching and Teacher Education, 4, 339-347.
14. Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York: Macmillan.
15. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296). New York: Macmillan.
16. Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
17. Condon, M. W. F., Clyde, J. A., Kyle, D. W., & Hovda, R. A. (1993). A constructivist basis for teaching and teacher education: A framework for program development and research on graduates. Journal of Teacher Education, 44, 273-278.
18. Cross, B. E. (1993). How do we prepare teachers to improve race relations? Educational Leadership, 50, 64-65.
19. Cushner, K., McClelland, A., & Safford, P. (1992). Human diversity in education: An integrative approach. New York: McGraw-Hill.
20. Fenstermacher, G. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56.
21. Franklin, M. E. (1992). Culturally sensitive instructional practices for African-American learners with disabilities. Exceptional Children, 59, 115-122.
22. Gersten, R., Brengelman, S., & Jiménez, R. (1994). Effective instruction for culturally and linguistically diverse students: A reconceptualization. Focus on Exceptional Children, 27(1), 1-16.
23. Grant, C. A., & Secada, W. G. (1990). Preparing teachers for diversity. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 403-422). New York: Macmillan.
24. Grant, C. A., & Tate, W. F. (1995). Multicultural education through the lens of the multicultural education research literature. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 145-166). New York: Macmillan.
25. Grant, S. G., Peterson, P. L., & Shojgreen-Downer, A. (1996). Learning to teach mathematics in the context of systemic reform. American Educational Research Journal, 33, 509-541.
26. Grossman, P. L. (1992). Why models matter: An alternate view on professional growth in teaching. Review of Educational Research, 62, 171-179.
27. Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: A reexamination of the effects of teacher education. Teaching and Teacher Education, 4, 53-62.
28. Hodgkinson, H. (1991). Reform versus reality. Phi Delta Kappan, 73(1), 9-16.
29. Jones, M. G., & Vesilind, E. M. (1996). Putting practice into theory: Changes in the organization of preservice teachers' pedagogical knowledge. American Educational Research Journal, 33, 91-117.
30. Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research, 60, 419-469.
31. Ladson-Billings, G. (1995). Multicultural teacher education: Research, practice, and policy. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 747-759). New York: Macmillan.
32. McDiarmid, G. W. (1991). What teachers need to know about cultural diversity: Restoring subject matter to the picture. In M. M. Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 257-269). New York: Teachers College Press.
33. McDiarmid, G. W. (1992). What to do about differences? A study of multicultural education for teacher trainees in the Los Angeles Unified School District. Journal of Teacher Education, 43, 83-93.
34. McDiarmid, G. W. (1993). Changes in beliefs about learners among participants in eleven teacher education programs. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development (pp. 113-143). London: Falmer.
35. McDiarmid, G. W., & Price, J. (1990). Prospective teachers' views of diverse learners: A study of the participants in the ABCD Project. Prepared for the ABCD Project, Office of Professional Development, Michigan Department of Education. East Lansing: Michigan State University, National Center for Research on Teacher Education.
36. Morine-Dershimer, G. (1989). Preservice teachers' conceptions of content and pedagogy: Measuring growth in reflective, pedagogical decision-making. Journal of Teacher Education, 40, 46-52.
37. Morine-Dershimer, G. (1993). Tracing conceptual change in preservice teachers. Teaching and Teacher Education, 9, 15-26.
38. Morine-Dershimer, G., Saunders, S., Artiles, A. J., Mostert, M. P., Tankersley, M., Trent, S. C., & Nuttycombe, D. G. (1992). Choosing among alternatives for tracing conceptual change. Teaching and Teacher Education, 8(5/ 6), 471-483.
39. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.
40. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
41. Powell, R. R. (1996). Epistemological antecedents to culturally relevant and constructivist classroom curricula: A longitudinal study of teachers' contrasting world views. Teaching and Teacher Education, 12, 365-384.
42. Reynolds, A. (1995). The knowledge base for beginning teachers: Education professionals' expectations versus research findings on learning to teach. Elementary School Journal, 95, 199-221.
43. Rios, F. (1993). Thinking in urban, multicultural classrooms: Four teachers' perspectives. Urban Education, 28, 245-266.
44. Ross, D. D., & Smith, W. (1992). Understanding preservice teachers' perspectives on diversity. Journal of Teacher Education, 43, 94-103.
45. Saunders, S., & Tankersley, M. (1990, November). En route to conceptions of effective teaching: Preservice teachers' concept maps. Paper presented at the annual meeting of the Northeastern Educational Research Association, Ellenville, NY.
46. Shimihara, N. K., & Sakai, A. (1995). Learning to teach in two cultures: Japan and the United States. New York: Garland.
47. Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 3-36). New York: Macmillan.
48. Sleeter, C. E., & Grant, C. A. (1987). An analysis of multicultural education in the U.S.A. Harvard Educational Review, 57, 421-444.
49. Sleeter, C. E., & Grant, C. A. (1994). Making choices for multicultural education: Five approaches to race, class, and gender. New York: Merrill.
50. Solomon, P., & Levine-Rasky, C. (1995, March). Tensions and contradictions in teachers' responses to antiracist education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
51. Su, J. (1996). Why teach: Profiles and entry perspectives of minority students as becoming teachers. Journal of Research and Development in Education, 29, 117-133.
52. Sutton, R. E., Cafarelli, R. L., Schurdell, D., & Bichsel, S. (1996). A developmental constructivist approach to pre-service teachers' ways of knowing. Teaching and Teacher Education, 12, 413-427.
53. Trent, S. C., Pernell, E., & Stephens, K. M. (1995, April). Preservice teachers' conceptions about effective teaching for culturally diverse learners. Paper presented at the annual meeting of the Council for Exceptional Children, Indianapolis, IN.
54. Zeichner, K. M. (1993). Educating teachers for cultural diversity (Special Report). East Lansing: Michigan State University, National Center for Research on Teacher Learning.
55. Zeichner, K. M., Grant, C., Gay, G., Gillette, M., Valli, L., & Villegas, A. M. (1996, February). A research informed vision of good practice in multicultural preservice teacher education. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Chicago.
56. Zeichner, K. M., & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2d ed., pp. 525-547). New York: Macmillan.