Preparing Teachers for Diverse Classrooms: Creating Public and Private Spaces to Explore Culture through Poetry Writing

Teachers College Record

Volumn 105, Issue 8, 2003, Pages 1437-1485

  Rosaen, Cheryl L ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0142168505     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9620.00297     Document Type: Article

References (127)

1. Adoff, A. (1982). All the colors of the race. New York: Lathrop, Lee & Shepard.
2. Allen, J., & Labbo, L. (2001). Giving it a second thought: Making culturally engaged teaching culturally engaging. Language Arts, 79, 40.
3. Apple, M. W. (1990). Ideology and curriculum (2nd ed.). New York: Routledge.
4. Au, K. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt, Brace, Jovanovich.
5. Au, K., & Mason, J. M. (1981). Social organizational factors in learning to read: The balance of rights hypothesis. Reading Research Quarterly, 17(1), 115-152.
6. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
7. Banks, J. A. (1991). Teaching multicultural literacy to teachers. Teaching Education, 4, 135-144.
8. Banks, J. A. (1993). Approaches to multicultural curriculum and reform. In J. A. Banks & C. M. Banks (Eds.), Multicultural education: Issues and perspectives (2nd ed., pp. 3-28). Boston: Allyn & Bacon.
9. Banks, J. A. (1994). An introduction to multicultural education. Boston: Allyn & Bacon.
10. Banks, J. A. (1995). Multicultural education: Historical development, dimensions, and practice. In J. Banks & C. Banks (Eds.), Handbook of research on multicultural education (pp. 3-24). New York: Macmillan Publishing.
11. Banks, J. A. (1997). Multicultural education: Issues and perspectives (3rd ed.). Boston: Allyn & Bacon.
12. Barnes, D. (1998). Looking forward: The concluding remarks at the Castle Conference. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. ix-xiv). London: Falmer Press.
13. Barth, R. (1990). Improving schools from within. San Francisco: Jossey-Bass.
14. Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173-194.
15. Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research, 77(2), 171-217.
16. Bird, T., Andersen, L. M., Sullivan, B. A., & Swidler, S. A. (1993). Pedagogical balancing acts: Attempts to influence prospective teachers' beliefs. Teacher & Teacher Education, 8(3), 253-267.
17. Bourdieu, P. (1983). Education: Culture, economy, society. Oxford, UK: Oxford University Press.
18. Brooke, R. E. (1991). Writing and sense of self: Identity negotiation in writing workshops. Urbana, IL: National Council of Teachers of English.
19. Cary, S. (1997). Second language learners. York, ME: Stenhouse.
20. Chavez, R., & O'Donnell, J. (1998). Speaking the unpleasant: The politics of (non) engagement in the multicultural education terrain. Albany: State University of New York Press.
21. Chavez, R. C. (1998). Engaging the multicultural education terrain: A holographic montage for engagers. In R. Chavez & J. O'Donnell (Eds.), Speaking the unpleasant: The politics of (non) engagement in the multicultural education terrain (pp. 6-15). Albany: State University of New York Press.
22. Christensen, L. (1999). Critical literacy: Teaching reading, writing, and outrage. In C. Edelsky (Ed.), Making justice our project (pp. 209-241). Urbana, IL: National Council of Teachers of English.
23. Christensen, L. (2000), Reading, writing, and rising up: Teaching about social justice and the power of the written word. Milwaukee, WI: Rethinking Schools.
24. Clark, C., & Medina, C. (2000). How reading and writing literacy narratives affect preservice teachers' understandings of literacy, pedagogy, and multiculturalism. Journal of Teacher Education, 51, 63-76.
25. Cochran-Smith, M. (1995a). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32, 493-522.
26. Cochran-Smith, M. (1995b). Uncertain allies: Understanding boundaries of race and teaching. Harvard, Educational Review, 65, 541-569.
27. Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70, 157-190.
28. Cochran-Smith, M. (2003). The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly, 30(2).
29. Cochran-Smith, M., Davis, D., & Fries, M. (in press). Multicultural teacher education research, practice, and policy. In J. A. Banks & C. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed.). San Francisco: Jossey-Bass.
30. Collier, M. D. (2002). Changing the face of teaching: Preparing educators for diverse settings. Teacher Education Quarterly, 29, 49-59.
31. Colville-Hall, S., MacDonald, S., & Smolen, L. (1995). Preparing preservice teachers for diversity in learners. Journal of Teacher Education, 46, 295-303.
32. Darling-Hammond, L. (1995). Inequality and access to knowledge. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 465-483). New York: Macmillan.
33. Davis, K. A. (1995). Multicultural classrooms and cultural communities of teachers. Teaching and Teacher Education, 11(6), 553-563.
34. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
35. Dewey, J. (1938). Experience and education. New York: Macmillan.
36. Diamond, B., & Moore, M. (1995). Multicultural literacy: Mirroring the reality of the classroom. White Plains, NY: Longman.
37. Dilworth, M. (Ed.). (1992). Diversity in teacher education. San Francisco: Jossey-Bass.
38. Edelsky, C. (Ed.) (1999). Making justice our project: Teachers working toward critical whole language. Urbana, IL: National Council of Teachers of English.
39. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Whitrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
40. Fenstermacher, G. D. (1990). Some moral considerations on teaching as a profession. In J. Goodlad, R. Soder, & A. Sirotnik (Eds.), The moral dimensions of teaching (pp. 130-151). San Francisco: Jossey-Bass.
41. Florio-Ruane, S. (2001). Teacher education and the cultural imagination. Mahwah, NJ: Lawrence Erlbaum.
42. Ford, C. A. (2001). Multicultural approach continuum (MAC): Moving toward equitable educational outcomes for all children. News and Views on Reading, 9.
43. Garcia, E. E. (1996). Preparing instructional professionals for linguistically and culturally diverse students. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 802-819). New York: Macmillan.
44. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
45. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
46. Gay, G. (1995). Curriculum theory and multicultural education. In J. A. Banks & C. A. Banks (Eds.), Handbook of research on multicultural education (pp. 25-43). New York: Macmillan.
47. Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
48. Giroux, H. (1981). Ideology, culture, and the process of schooling. Philadelphia: Temple University Press.
49. Goldberg, M. F. (2000). An interview with Harold Hodgkinson: Demographics - Ignore them at your peril. Kappan Professional Journal, 82(4), 304-306, Retrieved on 3/5/03 from http:// www.pdkintl.org/kappan/kgol0012.htm.
50. Gomez, M., & Tabachnick, B. R. (1992). Telling teaching stories. Teaching Education, 4, 129-138.
51. Goodman, G (1995). I can learn! Strategies and activities for gray-area children. Peterborough, NH: Crystal Springs Books.
52. Goodwin, A. L. (1994). Making the transition from self to other: What do preservice teachers really think about multicultural education? Journal of Teacher Education, 45(2), 119-131.
53. Gordon, J. A. (2000). The color of teaching. New York: Routledge-Falmer.
54. Greene, M. (1991). Teaching: The question of personal reality. In A. Lieberman & L. Miller (Eds.). Staff development in the '90s: New demands, new realities, new perspectives (pp. 3-14). New York: Teachers College Press.
55. Greene, M. (1994). Multiculturalism, community, and the arts. In A. H. Dyson & C. Genishi (Eds.), The need for story: Cultural diversity in classroom and community (pp. 11-27). Urbana, IL: National Council of Teachers of English.
56. Haberman, M. (1995). Teachers of children in poverty. West Lafayette, Ind: Kappa Delta Pi.
57. Hamilton, M. L. (Ed.) (1998). Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press.
58. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. London: Cambridge University Press.
59. Hodgkinson, H. (2002). Demographics and teacher education. Journal of Teacher Education, 53(2), 102-105.
60. Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum.
61. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. London: Routledge.
62. Howard, G. (1999). We can't teach what we don't know: White teachers, multiracial schools. New York: Teachers College Press.
63. Howey, K., & Zimpher, N. (1990). Professors and deans of education. In W. R. Houston (Ed.), Handbook of research on teacher education. New York: Macmillan.
64. Irvine, J. J. (1990). Black students and school failure. New York: Greenwood Press.
65. Johnson, D. M. (1990). Word weaving: A creative approach to teaching and writing poetry. Urbana, IL: National Council of Teachers of English.
66. Jordan, C. (1984). Cultural compatibility and the education of ethnic minority children. Educational Research Quarterly, 8, 58-71.
67. Jordan, C. (1985). Translating culture; From ethnographic information to educational program. Anthropology and Education Quarterly, 16, 105-123.
68. Keene, E. O., &: Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.
69. King, J., & Ladson-Billings, G. (1990). The teacher education challenge in elite universities: Developing critical perspectives for teaching in democratic and multicultural society. European Journal of Intercultural Studies, 1, 15-30.
70. Kostelnik, M. J., Onaga, E., Rohde, B., & Whiren, A. (2002). Children with special needs: Lessons for early childhood professionals. New York: Teachers College Press.
71. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Harper Perennial.
72. Kumashiro, K. K. (2002). Against repetition: Addressing resistance to anti-oppressive change in the practices of learning, teaching, supervising, and researching. Harvard Educational Review, 72, 67-92.
73. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
74. Ladson-Billings, G. (1999). Preparing teachers for diversity: Historical perspectives, current trends, and future directions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice. San Francisco: Jossey-Bass.
75. Lang, G., & Berberich, C. (1995). All children are special: Creating an inclusive classroom. York, ME: Stenhouse.
76. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press.
77. Loughran, J., & Northfield, J. (1998). Self-study and the development of collective knowledge. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 19-30). London: The Falmer Press.
78. Lucas, T. (1997). Into, through, and beyond secondary school: Critical transitions for immigrant youths. Washington, DC: Center for Applied Linguistics and Delta Systems.
79. Lyon, G. E. (1996). Where I'm from. In J. Blum, B. Holman & M. Pellington, & (Comps.), The United States of poetry (p. 24). New York: Abrams.
80. McDiarmid, G. W., & Price, J. (1990). Prospective teachers' views of diverse learners: A study of the participants in the ABCD Project. East Lansing, MI: National Center for Research on Teacher Learning.
81. McDiarmid, G. W., & Price, J. (1993). Preparing teachers for diversity: A study of student teachers in a multicultural program. In M. J. O'Hair & S. J. Odell (Eds.), Diversity and teaching: Teacher education yearbook I. Forth Worth, TX: Harcourt Brace Jovanovich.
82. McGee, L. M., & Tompkins, G. E. (1995). Literature-based reading instruction: What's guiding the instruction? Language Arts, 72, 405-414.
83. McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12.
84. Moll, L. (1988). Some key issues in teaching Latino students. Language Arts, 65(5), 465-472.
85. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classroom. Theory into Practice, 37(2), 132-141.
86. National Center for Research on Teacher Learning. (1992). Findings from the Teacher Education and Learning to Teach Study: Final Report (Special Report 6/91). East Lansing, MI: National Center for Research on Teacher Learning.
87. Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51, 180-187.
88. Noordhoff, K., & Kleinfeld, J. (1990). Shaping the rhetoric of reflection for multicultural settings. In R. Clift, W. R. Houston & M. C. Pugach (Eds.), Encouraging reflective practice in education: An analysis of issues and programs (pp. 163-185). New York: Teachers College Press.
89. Obidah, J. (2000). Mediating boundaries of race, class, and professional authority as a critical multiculturalist. Teachers College Record, 102, 1035-1060.
90. Oja, S., & Smulyan, L. (1989). Collaborative action research: A developmental approach. New York: The Falmer Press.
91. Paine, L. (1990). Orientations towards diversity: What do prospective teachers bring? (Research Report No. 89-9). East Lansing, MI: National Center for Research on Teacher Learning, Michigan State University.
92. Payne, R. S. (1994). The relationship between teachers' beliefs and sense of efficacy and their significance to urban LSES minority students. Journal of Negro Education, 63(3), 181-196.
93. Richardson, V., Casanova, U., Placier, P., & Guildoyle, K. (1989). School children at risk. London: Falmer Press.
94. NCTE/IRA. (1996). Standards for the English language arts. Urbana, IL: Author.
95. Pardo, L., Rosaen, C., & Lantz., T. (2002, February). Preparing educators for diverse classrooms: Teacher candidates explore difference from multiple perspectives. Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education, New York.
96. Pearson, P. D. (2001). Learning to teach reading: The status of the knowledge base. In C. M. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 4-19). Newark, DE: International Reading Association.
97. Probst, R. E. (1990). Literature and literacy. In G. E. Hawisher & A. O. Soter (Eds.), On literacy and its teaching: Issues in English education (pp. 100-110). Albany: State University of New York Press.
98. Quartz, K. H., & TEP Research Group (2003). "Too angry to leave": Supporting new teachers' commitment to transform urban schools. Journal of Teacher Education, 54(2), 99-111.
99. Richardson, V. (1996). The case for formal research and practical inquiry in teacher education. In The teacher educator's handbook: Building a knowledge base for the preparation of teachers (pp. 715-737) San Francisco: Jossey-Bass.
100. Roller, C. (1996). Variability not disability: Struggling readers in a workshop classroom. Newark, DE: International Reading Association.
101. Rosaen, C. L. (Ed.). (2002). Guide to the elementary internship. East Lansing: Michigan State University.
102. Rosaen, C. L., Hobson, S., & Khan, G. (in press). Making connections: collaborative approaches to preparing today's and tomorrow's teachers to use technology. Journal of Technology and Teacher Education.
103. Russell, T. (1998). Introduction to philosophical perspectives. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 5-6). London: The Falmer Press.
104. Saul, W., & Wallace, K. (2002). Centering the margins: White preservice teachers' responses to Roll of Thunder. Teaching Education, 13, 41-53.
105. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
106. Secada, W. G. (1989). Educational equity versus equality of education: An alternative conception. In W. G. Secada (Ed.), Equity and education (pp. 68-88). New York: Falmer.
107. Sleeter, C., & Grant, C. (1994). Making choices for multicultural education: Five approaches to race, class, and gender. Upper Saddle River, NJ: Merrill/Prentice Hall.
108. Smith, S. A. (2002). "Would I use this book?" White, female education students examine their beliefs about teaching. The New Advocate, 15, 57-66.
109. Strauss, A. L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
110. Tatto, M. T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18(2), 155-180.
111. Tatto, M. T. (2001). Understanding the influences of program theory and strategies in teacher education Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
112. Taylor, M. (1976). Roll of Thunder Hear My Cry. New York: Penguin.
113. Tharp, R. G. (1982). The effective instruction of comprehension: Results and descriptions of the Kamehamaha Early Education Program. Reading Research Quarterly, 18, 287-298.
114. Tom, A. (1984). Teaching as a moral craft. New York: Longman.
115. Tompkins, G. (2001). Literacy for the 21st century: A balanced approach (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
116. Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany: State University of New York Press.
117. Wade, R. (1998). Brick walls and breakthroughs: Talking about diversity with white teacher education students. Social Education, 62(2), 84-87.
118. Watson, K. A. (1975). Transferable communication routines: Strategies and group identity in two speech events. Language in Society, 4, 53-72.
119. Watson-Gegeo, K. A., & Boggs, S. T. (1977). From verbal play to talk story: The role of routine in speech events among Hawaiian children. In S. Ervin-Trip & C. Mitchell-Kernan (Eds.), Child discourse. New York: Academic Press.
120. Weiler, K. (1988). Women teaching for change: Gender, class and power. New York: Bergin and Garvey.
121. Wolf, S. A. (2001). "Wax on/wax off": Helping preservice teachers "read" themselves, children, and literature. Theory into Practice, 40, 205-211.
122. Xu, H. (2000), Preservice teachers integrate understandings of diversity into literacy instruction: An adaptation of the ABCs model. Journal of Teacher Education, 51, 135-142.
123. Zeichner, K. (1992). Educating teachers for cultural diversity (Special Report). East Lansing, MI: National Center for Research on Teacher Learning.
124. Zeichner, K. (1995). Reflections of a teacher educator working for social change. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers: Reflections on teacher education (pp. 11-24). Washington DC: Falmer.
125. Zeichner, K., & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 525-547). New York: Macmillan.
126. Zeichner, K., & Melnick, S. (1996). Community field experiences and teacher preparation for diversity. In J. McIntyre & D. M. Byrd (Eds.), Preparing tomorrow's teachers: The field experience (pp. 41-62). Thousand Oaks, CA: Corwin Press.
127. Zollers, N. J., Albert, L. R., & Cochran-Smith, M. (2000). In pursuit of social justice: Collaborative research and practice in teacher education. Action in Teacher Education, 22, 1-14.