-
1
-
-
77950521867
-
Retaining teachers of color: A pressing problem and a potential strategy for "hard-to-staff" schools
-
Achinstein, B., Ogawa, R. T., Sexton, D. and Freitas, C. 2010. Retaining teachers of color: A pressing problem and a potential strategy for "hard-to-staff" schools. Review of Educational Research, 80(1): 71-107.
-
(2010)
Review of Educational Research
, vol.80
, Issue.1
, pp. 71-107
-
-
Achinstein, B.1
Ogawa, R.T.2
Sexton, D.3
Freitas, C.4
-
3
-
-
0034349926
-
Preparing teachers of color at a predominantly white university: A case study of project
-
Bennett, C., Cole, D. and Thompson, J. 2000. Preparing teachers of color at a predominantly white university: A case study of project. Teaching and Teacher Education, 16(4): 445-464.
-
(2000)
Teaching and Teacher Education
, vol.16
, Issue.4
, pp. 445-464
-
-
Bennett, C.1
Cole, D.2
Thompson, J.3
-
5
-
-
84857330039
-
-
California Department of Education 2011, Retrieved from
-
California Department of Education. 2011. Retrieved fromhttp://www.ed-data.k12.ca.us/App_Resx/EdDataClassic/fsTwoPanel.aspx?#!bottom=/_layouts/EdDataClassic/profile.asp?level=06
-
-
-
-
9
-
-
0002861815
-
The psychology of nigrescence: Revising the Cross model
-
In: Ponterotto J. G., Casas J. M., Suzuki L. A., Alexander C. M., editors Thousand Oakes, CA: Sage
-
Cross, W. E. 1995. "The psychology of nigrescence: Revising the Cross model". In Handbook of multicultural counseling, Edited by: Ponterotto, J. G., Casas, J. M., Suzuki, L. A. and Alexander, C. M. 93-122. Thousand Oakes, CA: Sage.
-
(1995)
Handbook of multicultural counseling
, pp. 93-122
-
-
Cross, W.E.1
-
10
-
-
42449103592
-
"I'm learning the trade": Mentoring networks of black women teachers
-
Dingus, J. 2008. "I'm learning the trade": Mentoring networks of black women teachers. Urban Education, 43(3): 361-377.
-
(2008)
Urban Education
, vol.43
, Issue.3
, pp. 361-377
-
-
Dingus, J.1
-
13
-
-
50849129954
-
The Pathways Program: A model for increasing the number of teachers of color
-
Lau, K. F., Dandy, E. B. and Hoffman, L. 2007. The Pathways Program: A model for increasing the number of teachers of color. Teacher Education Quarterly, 34(4): 27-40.
-
(2007)
Teacher Education Quarterly
, vol.34
, Issue.4
, pp. 27-40
-
-
Lau, K.F.1
Dandy, E.B.2
Hoffman, L.3
-
14
-
-
0009913956
-
Trends in the scholarship on teachers of color for diverse populations: Implications for multicultural education
-
Hernández Sheets, R. 2001. Trends in the scholarship on teachers of color for diverse populations: Implications for multicultural education. Equity and Excellence in Education, 34(1): 26-31.
-
(2001)
Equity and Excellence in Education
, vol.34
, Issue.1
, pp. 26-31
-
-
Hernández, S.R.1
-
16
-
-
22444452759
-
Linking school and community to build national recruitment and preparation programs for teachers of color: Emerging leadership qualities
-
Hudson, M. J. 1998. Linking school and community to build national recruitment and preparation programs for teachers of color: Emerging leadership qualities. Education and Urban Society, 31(1): 62-72.
-
(1998)
Education and Urban Society
, vol.31
, Issue.1
, pp. 62-72
-
-
Hudson, M.J.1
-
17
-
-
77958589308
-
Home growing teachers of color: Lessons learned from a town-gown partnership
-
Irizarry, J. G. 2007. Home growing teachers of color: Lessons learned from a town-gown partnership. Teacher Education Quarterly, 34(4): 87-102.
-
(2007)
Teacher Education Quarterly
, vol.34
, Issue.4
, pp. 87-102
-
-
Irizarry, J.G.1
-
18
-
-
84857307178
-
Stories deep within: Narratives of U.S. teachers of color from diasporic settings
-
Kambutu, J., Rios, F. and Castaneda, C. 2009. Stories deep within: Narratives of U.S. teachers of color from diasporic settings. Diaspora, Indigenous, and Minority Education, 3(2): 96-109.
-
(2009)
Diaspora, Indigenous, and Minority Education
, vol.3
, Issue.2
, pp. 96-109
-
-
Kambutu, J.1
Rios, F.2
Castaneda, C.3
-
19
-
-
84857331728
-
Voicing names and naming voices: Pedagogy and persistence in an Asian American Studies classroom
-
In: Zamel V., Speck R., editors Mahwah, NJ: Erlbaum
-
Kiang, P. N. 2003. "Voicing names and naming voices: Pedagogy and persistence in an Asian American Studies classroom". In Crossing the curriculum: Multilingual learners in college classrooms, Edited by: Zamel, V. and Speck, R. 207-220. Mahwah, NJ: Erlbaum.
-
(2003)
Crossing the curriculum: Multilingual learners in college classrooms
, pp. 207-220
-
-
Kiang, P.N.1
-
20
-
-
84857335518
-
Breaking the cycle of racism in the classroom: Critical race reflections from future teachers of color
-
Kohli, R. 2008. Breaking the cycle of racism in the classroom: Critical race reflections from future teachers of color. Teacher Education Quarterly, 35(4): 177-188.
-
(2008)
Teacher Education Quarterly
, vol.35
, Issue.4
, pp. 177-188
-
-
Kohli, R.1
-
21
-
-
70449361932
-
Critical race reflections: Valuing the experiences of teachers of color in teacher education
-
Kohli, R. 2009. Critical race reflections: Valuing the experiences of teachers of color in teacher education. Race, Ethnicity and Education, 12(2): 235-251.
-
(2009)
Race, Ethnicity and Education
, vol.12
, Issue.2
, pp. 235-251
-
-
Kohli, R.1
-
22
-
-
84857252712
-
Teachers, please learn our names!: Racial microagressions and the K-12 classroom
-
Unpublished manuscript
-
Kohli, R. and Solórzano, D. 2011. "Teachers, please learn our names!: Racial microagressions and the K-12 classroom". Unpublished manuscript
-
(2011)
-
-
Kohli, R.1
Solórzano, D.2
-
25
-
-
34249804308
-
Developing academic English for standard English learners
-
In: Alim H. S., Baugh J., editors New York, NY: Teachers College Press
-
LeMoine, N. and Hollie, S. 2007. "Developing academic English for standard English learners". In Talkin black talk: Language, education, and social change, Edited by: Alim, H. S. and Baugh, J. 43-55. New York, NY: Teachers College Press.
-
(2007)
Talkin black talk: Language, education, and social change
, pp. 43-55
-
-
LeMoine, N.1
Hollie, S.2
-
26
-
-
77949689060
-
Ideological baggage in the classroom: Resistance and resilience among Latino bilingual students and teachers
-
In: Trueba E. T., Bartolomé L. I., editors Lanham, MD: Rowman & Littlefield
-
Martínez, E. 2000. "Ideological baggage in the classroom: Resistance and resilience among Latino bilingual students and teachers". In Immigrant voices: In search of educational equity, Edited by: Trueba, E. T. and Bartolomé, L. I. 93-106. Lanham, MD: Rowman & Littlefield.
-
(2000)
Immigrant voices: In search of educational equity
, pp. 93-106
-
-
Martínez, E.1
-
28
-
-
84857324744
-
Naming racism: A conceptual look at racism in U.S. schools
-
Perez Huber, L., Johnson, R. N. and Kohli, R. 2006. Naming racism: A conceptual look at racism in U.S. schools. Chicana/o Latina/o Law Review, 26: 183
-
(2006)
Chicana/o Latina/o Law Review
, vol.26
, pp. 183
-
-
Perez Huber, L.1
Johnson, R.N.2
Kohli, R.3
-
29
-
-
0037548772
-
-
Boston, MA: Beacon
-
Perry, T. and Delpit, L., eds. 1998. The real Ebonics debate: Power, language and the education of African American children, Boston, MA: Beacon.
-
(1998)
The real Ebonics debate: Power, language and the education of African American children
-
-
Perry, T.1
Delpit, L.2
-
31
-
-
70449419957
-
The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies
-
Picower, B. 2009. The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies. Race and Ethnicity in Education, 12(2): 197-215.
-
(2009)
Race and Ethnicity in Education
, vol.12
, Issue.2
, pp. 197-215
-
-
Picower, B.1
-
32
-
-
85010607962
-
Chicana/o power! Epistemology and methodology for social justice and empowerment in Chicana/o communities
-
Pizarro, M. 1998. Chicana/o power! Epistemology and methodology for social justice and empowerment in Chicana/o communities. Qualitative Studies in Education, 11(1): 57-80.
-
(1998)
Qualitative Studies in Education
, vol.11
, Issue.1
, pp. 57-80
-
-
Pizarro, M.1
-
33
-
-
0037632687
-
The power of their presence: Minority group teachers and schooling
-
Quiocho, A. and Rios, F. 2000. The power of their presence: Minority group teachers and schooling. Review of Educational Research, 70(4): 485-528.
-
(2000)
Review of Educational Research
, vol.70
, Issue.4
, pp. 485-528
-
-
Quiocho, A.1
Rios, F.2
-
34
-
-
50849142600
-
Increasing the supply of Latino bilingual teachers for the Chicago public schools
-
Sakash, K. and Chou, V. 2007. Increasing the supply of Latino bilingual teachers for the Chicago public schools. Teacher Education Quarterly, 34(4): 41-52.
-
(2007)
Teacher Education Quarterly
, vol.34
, Issue.4
, pp. 41-52
-
-
Sakash, K.1
Chou, V.2
-
36
-
-
84953365524
-
Preparing white teachers for diverse students
-
In: Cochran-Smith M., Feiman-Nemser S., McIntyre J., editors New York, NY: Routledge
-
Sleeter, C. 2008. "Preparing white teachers for diverse students". In Handbook of research in teacher education: enduring issues in changing contexts, 3rd ed., Edited by: Cochran-Smith, M., Feiman-Nemser, S. and McIntyre, J. 559-582. New York, NY: Routledge.
-
(2008)
Handbook of research in teacher education: Enduring issues in changing contexts
, pp. 559-582
-
-
Sleeter, C.1
-
37
-
-
0004090147
-
-
Albany, NY: State University of New York Press
-
Sleeter, C. E. and McLaren, P., eds. 1995. Multicultural education, critical pedagogy and the politics of difference, Albany, NY: State University of New York Press.
-
(1995)
Multicultural education, critical pedagogy and the politics of difference
-
-
Sleeter, C.E.1
McLaren, P.2
-
38
-
-
84993709465
-
Using critical race theory, Paulo Freire's problem-posing method and case study research to confront race and racism in education
-
Smith-Maddox, R. and Solórzano, D. 2002. Using critical race theory, Paulo Freire's problem-posing method and case study research to confront race and racism in education. Qualitative Inquiry, 8(1): 66-84.
-
(2002)
Qualitative Inquiry
, vol.8
, Issue.1
, pp. 66-84
-
-
Smith-Maddox, R.1
Solórzano, D.2
-
39
-
-
14544270197
-
Keeping race in place: Racial microaggressions and campus racial climate at the University of California, Berkeley
-
Solórzano, D. G., Allen, W. R., Caroll, G., with Ceja, M., Dinwiddie, G., Guillory, E., González, G. and Yosso, T. 2002. Keeping race in place: Racial microaggressions and campus racial climate at the University of California, Berkeley. Chicano-Latino Law Review, 23: 15
-
(2002)
Chicano-Latino Law Review
, vol.23
, pp. 15
-
-
Solórzano, D.G.1
Allen, W.R.2
Caroll, G.3
Ceja, M.4
Dinwiddie, G.5
Guillory, E.6
González, G.7
Yosso, T.8
-
40
-
-
0035343949
-
Examining transfomational resistance through a critical race and LatCrit Framework: Chicana and Chicano students in an urban context
-
Solórzano, D. G. and Delgado Bernal, D. 2001. Examining transfomational resistance through a critical race and LatCrit Framework: Chicana and Chicano students in an urban context. Urban Education, 36(3): 308-342.
-
(2001)
Urban Education
, vol.36
, Issue.3
, pp. 308-342
-
-
Solórzano, D.G.1
Delgado Bernal, D.2
-
41
-
-
77955052226
-
Diversifying the teaching force: An examination of major arguments
-
Villegas, A. M. and Irvine, J. J. 2010. Diversifying the teaching force: An examination of major arguments. Urban Review, 42(3): 175-192.
-
(2010)
Urban Review
, vol.42
, Issue.3
, pp. 175-192
-
-
Villegas, A.M.1
Irvine, J.J.2
-
42
-
-
80055014387
-
"From where I stand": African American teacher candidates on their decision to teach
-
Williams, E. R., Graham, A., McCary-Henderson, S. and Floyd, L. 2009. "From where I stand": African American teacher candidates on their decision to teach. Educational Forum, 73(4): 348-364.
-
(2009)
Educational Forum
, vol.73
, Issue.4
, pp. 348-364
-
-
Williams, E.R.1
Graham, A.2
McCary-Henderson, S.3
Floyd, L.4
-
43
-
-
16344373986
-
Whose culture has capital? A critical race theory discussion of community cultural wealth
-
Yosso, T. 2005. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1): 69-91.
-
(2005)
Race, Ethnicity and Education
, vol.8
, Issue.1
, pp. 69-91
-
-
Yosso, T.1
-
44
-
-
84857330040
-
-
Hoboken, NJ: Wiley
-
Zúñiga, X., Nagda, B. A., Chesler, M. and Cytron-Walker, A. 2007. Intergroup dialogues in higher education: Meaningful learning about social justice. ASHE Higher Education Report Series, Vol. 32(4), Hoboken, NJ: Wiley.
-
(2007)
Intergroup dialogues in higher education: Meaningful learning about social justice. ASHE Higher Education Report Series
, vol.32
, Issue.4
-
-
Zúñiga, X.1
Nagda, B.A.2
Chesler, M.3
Cytron-Walker, A.4
-
45
-
-
0038008980
-
Intergroup dialogue: An educational model for cultivating engagement across differences
-
Zúñiga, X., Nagda, B. and Sevig, T. D. 2002. Intergroup dialogue: An educational model for cultivating engagement across differences. Equity & Excellence in Education, 35(1): 7-17.
-
(2002)
Equity & Excellence in Education
, vol.35
, Issue.1
, pp. 7-17
-
-
Zúñiga, X.1
Nagda, B.2
Sevig, T.D.3
|