“I Actually Learned A Lot from This”: A Field Assignment to Prepare Future Preservice Math Teachers for Culturally Diverse Classrooms

School Science and Mathematics

Volumn 107, Issue 1, 2007, Pages 391-403

  Downey, Jayne A ^a   Cobbs, Georgia A ^b  

^a MONTANA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MONTANA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84857377862     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2007.tb17762.x     Document Type: Article

References (50)

1. Ball, D. (1990). Breaking with experience in learning to teach mathematics: The role of a preservice methods course. For the Learning of Mathematics: An International Journal of Mathematics Education, 10, 2, 10–16.
2. Bollin, G., & Finkel, J. (1995). White racial identity as a barrier to understanding diversity: A study of pre-service teachers. Equity and Excellence in Education, 28, 1, 25–30.
3. Borko, H. (2005). Artifact packages for characterizing classroom practice: A pilot study. Educational Assessment, 10, 2, 73–104.
4. Buchley-Van Hoek, S., Kasten, K., Keenan, D., & Adeeb, P. (1998). The school and beyond: The efficacy of early professional courses with field experiences for changing attitudes and beliefs. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans, LA.
5. Cabello, B., & Burstein, N. (1995). Examining teachers' beliefs about teaching in culturally diverse classrooms. Journal of Teacher Education, 46, 4, 285–294.
6. Clarken, R. & Hirst, L. (1992). Multicultural and global perspectives in teacher education. Paper presented at the annual meeting of the Association of Teacher Educators, Orlando, FL. (ERIC Document Reproduction Service No. ED 347128).
7. Cochran-Smith, M. (1995). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65, 4, 541–570.
8. Cockrell, K., Placier, P., Cockrell, D., & Middleton, J. (1999). Coming to terms with “diversity” and “multiculturalism” in teacher education: Learning about our students, changing our practice. Teaching and Teacher Education, 15, 351–366.
9. Constas, M. (1992). Qualitative analysis as a public event: The documentation of category development procedures. American Educational Research Journal, 29, 2, 253–266.
10. Deering, T. & Stanutz, A. (1995). Preservice field experience as a multicultural component of a teacher education program. Journal of Teacher Education, 46, 390–394.
11. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
12. Dempster, F. (1981). Memory span: Sources of individual and developmental differences. Psychological Bulletin, 80, 63–100.
13. Downey, J. (2002). Perspectives on educational resilience from children facing adversity. Unpublished dissertation, University of Northern Colorado, Greeley, CO.
14. Downey, J. (2002a). Exploring children's beliefs about educational risk and resilience. Academic Exchange Quarterly, 6, 1, 126–131.
15. Education Development Center (2006). Turning to the evidence. MOSAIC, Summer, 7–10.
16. Garmon, M. (1996). Missed messages: How prospective teachers' racial attitudes mediate what they learn about diversity. Paper presented at the annual meeting of the American Educational Research Association, New York.
17. Grant, C. (1994). Best practices in teacher preparation for urban schools: Lessons from the multicultural teacher education literature. Action in Teacher Education, 16, 3, 1–18.
18. Graue, M. & Walsh, D. (1998). Studying children in context. Newbury Park, CA: Sage Publishers.
19. Grotberg, E. (1996). The international resilience project: Findings from the research and the effectiveness of interventions. Paper presented at the 54th Annual Convention of the International Council of Psychologists, Banff, Canada.
20. Herbeck, J. (2003). Awakening preservice teachers' awareness of privilege, Academic Exchange Quarterly, Winter, 189–193.
21. Hollins, E. (1995). Revealing the deep meaning of culture in school learning: Framing a new paradigm for teacher preparation. Action in Teacher Education, 17, 1, 70–79.
22. INTASC Model Standards (1992). [on-line] Retreived March 1, 2006 from http://www.ccsso.org/content/pdfs/corestrd.pdf.
23. Howard, S., Dryden, J., & Johnson, B. (1999). Childhood resilience: Review and critique of the literature. Oxford Review of Education, 25, 3, 307–319.
24. Irvine, J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press.
25. Jordan, M. R. (1995). Reflections on the challenges, possibilities, and perplexities of preparing preservice teachers for culturally diverse classrooms. Journal of Teacher Education, 46, 369–374.
26. Kagan, D. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62, 2, 129–69.
27. Kitchen, R. (2005). Making equity and multicultural explicit. In A. Rodriguez & R. Kitchen (Eds.), Preparing Mathematics and Science Teachers for Diverse Classrooms (pp. 33–52). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
28. Ladson-Billings, G. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51, 3, 206–14.
29. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
30. Lee, E., Menkart, D., & Okazawa-Rey, M. (Eds.). (1998). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, D.C.: Network of Educators on the Americas.
31. Lemke, J. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing Company.
32. Lincoln, Y. (1995). In search of students' voices. Theory into Practice, 34, 2, 88–93.
33. National Center for Educational Statistics. (2004). Mini-Digest of Education Statistics 2003 (NCES 2005-017). Washington, DC: US Department of Education, Institute of Education Sciences. National Council for Accreditation of Teacher Education. [on-line] Retrieved March 1, 2006 from http://www.ncate.org.
34. National Council of Teachers of Mathematics. [online] Retrieved March 1, 2006 from http://www.nctm.org/about/position_statements/position_achievementgap.htm.
35. Noll, E. (1998). Experiencing literacy in and out of school: Case studies of two American Indian youth. Journal of Literacy Research, 30, 2, 205–232.
36. Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 3, 307–332.
37. Perret-Clermont, A., Perret, J., & Bell, N. (1991). The social construction of meaning and cognitive activity in elementary school children. In P. Lloyd and C. Ferny-hough, (Eds.), Lev Vygotsky: Critical assessments; Volume 4. Future directions. Florence, KY: Taylor & Francis Publishers.
38. Phelan, P., Davidson, A., & Yu, H. (1998). Adolescents' worlds: Negotiating family, peers, and school. New York: Teachers College Press.
39. Pickreign, J. (2004). Field Experience Guide: Resources for Teachers of Elementary and Middle School Mathematics. White Plains, NY: Pearson Education, Inc.
40. Schultz, E., Neyhart, T., & Reck, U. (1996). Swimming against the tide: A study of prospective teachers' attitudes regarding cultural diversity and urban teaching. Western Journal of Black Studies, 20, 1, 1–7.
41. Scott, R. (1995). Helping teacher education students develop positive attitudes toward ethnic minorities. Equity and Excellence in Education, 28, 2, 69–73.
42. Sleeter, C. (2001). Preparing teachers for culturally diverse schools. Journal of Teacher Education, 52, 94–106.
43. Struchens, M. (2000). Confronting beliefs and stereotypes that impede the mathematical empowerment of African American students. In M. Strutchens, M. Johnson, and W. Tate (Eds.), Challenging the Faces of Mathematics: Perspectives on African Americans (pp. 7–14). Reston, VA: National Council of Teachers of Mathematics.
44. Soodak, L. & Podell, D. (1994). Teachers' thinking about difficult-to-teach students. Journal of Educational Research, 88, 1, 44–51.
45. Tiezzi, L. & Cross, B. (1997). Utilizing research on prospective teachers' beliefs to inform urban field experiences. Urban Review, 29, 2, 113–125.
46. Weisman, E. M., & Garza, A. (2002). Preservice teacher attitudes toward diversity: Can one class make a difference Equity and Excellence in Education, 35, 1, 28–34.
47. Wentworth, N. & Pinnegar, S. (1996). Stories of learning and schooling: Capturing preservice teachers' beliefs about teaching and learning. The Professional Educator, XIX, 1, 1–10.
48. Wiggins, R., & Follo, E. (1999). Development of knowledge, attitudes, and commitment to teach diverse student populations. Journal of Teacher Education, 50, 2, 94–105.
49. Winfield, L. (1986). Teacher beliefs toward academically at risk students in inner urban schools. The Urban Review, 18, 4, 253–267.
50. Van Zee, E. (1998). Preparing teachers as researchers in courses on methods of teaching science. Journal Of Research In Science Teaching, 35, 7, 791–809.