Reasoning About Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis

Cognition and Instruction

Volumn 34, Issue 4, 2016, Pages 285-322

  Larkin, Douglas B ^a   Maloney, Tanya ^a   Perry Ryder, Gail M ^a  

^a MONTCLAIR STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84983238387     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370008.2016.1215721     Document Type: Article

References (154)

1. AAA Executive Board. (1998). AAA statement on race. American Anthropologist, 100(3), 712–713.
2. S.K.Abell, (2007). Research on science teacher knowledge. In S.K.Abell & N.G.Lederman (Eds.), Handbook of research on science education (pp. 1105–1150). Mahwah, NJ:Lawrence Erlbaum Associates.
3. M.Alexander, (2010). The new Jim Crow:Mass incarceration in the age of colorblindness. New York:New Press.
4. G.W.Allport, (1979). The nature of prejudice. Reading, MA:Addison-Wesley.
5. D.L.Ball, M.H.Thames, & G.Phelps, (2008). Content knowledge for teaching:What makes it special? Journal of Teacher Education, 59(5), 389–407.
6. J.A.Banks, (1995). Multicultural education:Historical development, dimensions, and practice. In J.A.Banks & C.A.M.Banks, (Eds.), Handbook of research on multicultural education (pp. 3–24). New York:Macmillan.
7. J.A.Banks, M.Cochran-Smith, L.Moll, A.Richert, K.Zeichner, P.LePage, et al. (2005). Teaching diverse learners. In L.Darling-Hammond & J.Bransford (Eds.), Preparing teachers for a changing world:What teachers should learn and be able to do (1st ed., pp. 232–274). San Francisco, CA:Jossey-Bass.
8. D.A.Bell, (1992). Faces at the bottom of the well:The permanence of racism. New York, NY:BasicBooks.
9. D.A.Bell, (1995). Who's afraid of critical race theory? University of Illinois Law Review, 4, 893.
10. D.C.Bennett, (2003). IL-12 The colours of mice and men—100 genes and beyond? Pigment Cell Research, 16(5), 576–577.
11. B.Berit, (2013). Textbook images:How do they invite students into physics? Physics Education, 48(5), 648.
12. D.Berliner, (2013). Effects of Inequality and Poverty vs. Teachers and Schooling on America's Youth. Teachers College Record, 115(12), 1–26.
13. A.L.Biggs, K.Gregg, W.C.Hagens, C.Kapicka, L.Lundgren, P.Rillero, et al. (2000). Biology:The dynamics of life (Teacher ed.). New York:Glencoe McGraw Hill.
14. H.Borko, & R.T.Putnam, (1996). Learning to teach. In D.Berliner & R.Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York:MacMillan.
15. J.D.Bransford, A.L.Brown, & R.R.Cocking, (Eds.). (1999). How people learn:Brain, mind, experience, and school. Washington, DC:National Academy Press.
16. Z.Burkholder, (2011). Color in the classroom:How American schools taught race, 1900–1954. New York:Oxford University Press.
17. C.B.Cazden, (2001). Classroom discourse:The language of teaching and learning (2nd ed.). Portsmouth, NH:Heinemann.
18. T.K.Chapman, (2007). Interrogating classroom relationships and events:Using portraiture and critical race theory in education research. Educational Researcher, 36(3), 156–162.
19. D.Cole, (1999). No equal justice:Race and class in the American criminal justice system. New York:The New Press, distributed by W. W. Norton.
20. K.Crenshaw, N.Gotanda, G.Peller, & T.Kendall, (Eds.). (1995). Critical Race Theory:The key writings that formed the movement. New York:The New Press.
21. K.W.Crenshaw, (2010). Twenty sources of Critical race theory:Looking back to move forward. Connecticut Law Review, 43(5), 1253.
22. L.Darling-Hammond, (2006). Assessing teacher education:The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120–138.
23. J.T.DeCuir, & A.D.Dixson, (2004). “So when it comes out, they aren't that surprised that it is there”:Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26–31.
24. R.Delgado, (1995). Critical race theory:The cutting edge. Philadelphia:Temple University Press.
25. L.D.Delpit, (1995). Other people's children:Cultural conflict in the classroom. New York:New Press [distributed by W.W. Norton].
26. L.D.Delpit, (2012). “Multiplication is for white people”:Raising expectations for other people's children. New York:New Press [distributed by Perseus Distribution].
27. J.DeWitt, L.Archer, J.Osborne, J.Dillon, B.Willis, & B.Wong, (2011). High aspirations but low progression:The science aspirations-careers paradox amongst minority ethnic students. International Journal of Science & Mathematics Education, 9(2), 243–271.
28. M.E.Dilworth, & A.L.Brown, (2008). Teachers of color:Quality and effective teachers one way or another. In M.Cochran-Smith, S.Feiman-Nemser, D.J.McIntyre & Association of Teacher Educators (Eds.), Handbook of research on teacher education:Enduring questions in changing contexts (3rd ed., pp. 424–444). New York:Routledge; Co-published by the Association of Teacher Educators.
29. A.D.Dixson, & C.K.Rousseau, (2006). Critical race theory in education:All God's children got a song. New York:Routledge.
30. C.M.Dooley, (2008). Multicultural literacy teacher education:Seeking micro-transformations. Literacy Research & Instruction, 47(2), 55–75.
31. W.E.B.Du Bois, (1903/1993). The souls of Black folk. New York:Knopf [Distributed by Random House].
32. R.G.Duncan, & C.E.Hmelo-Silver, (2009). Learning progressions:Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 46(6), 606–609.
33. R.A.Duschl, & R.E.Grandy, (2008). Reconsidering the character and role of inquiry in school science:Framing the debates. In R.A.Duschl & R.E.Grandy (Eds.), Teaching scientific inquiry (pp. 1–37). Rotterdam, The Netherlands:Sense Publishers.
34. S.Feiman-Nemser, (2001). From preparation to practice:Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
35. K.E.Fields, & B.J.Fields, (2012). Racecraft:The soul of inequality in American life. London, New York:Verso.
36. A.Gamoran, (1992). Access to excellence:Assignment to Honors English classes in the transition from middle to high school. Educational Evaluation & Policy Analysis, 14(3), 185–204.
37. G.Gay, (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
38. H.A.Giroux, (1983). Theory and resistance in education:A pedagogy for the opposition. South Hadley, MA:Bergin & Garvey.
39. B.G.Glaser, & A.L.Strauss, (1967). The discovery of grounded theory:Strategies for qualitative research. Chicago:Aldine Publishing Company.
40. D.M.Gollnick, (2008). Teacher capacity for diversity. In M.Cochran-Smith, S.Feiman-Nemser, D.J.McIntyre, & Association of Teacher Educators. (Eds.), Handbook of research on teacher education:Enduring questions in changing contexts (3rd ed., pp. 249–257). New York:Routledge; Co-published by the Association of Teacher Educators.
41. P.Gorski, (2006). The classist underpinnings of Ruby Payne's framework, teachers college record. Article ID Number:12322. Retrieved from http://www.tcrecord.org
42. C.A.Grant, & W.Secada, (1990). Preparing teachers for diversity. In W.R.Houston, M.Haberman & J.P.Sikula, (Eds.), Handbook of research on teacher education:A project of the Association of Teacher Educators (pp. 403–422). New York:Collier Macmillan.
43. C.A.Grant, & C.E.Sleeter, (1993). Race, class, gender, and disability in the classroom. In J.A.Banks & C.A.M.Banks (Eds.), Multicultural education:Issues and perspectives (2nd ed., pp. 48–66). Boston:Allyn and Bacon.
44. M.Gregoire, (2003). Is it a challenge or a threat? A dual process model of teachers' cognition and appraisal processes during conceptual change. Educational Psychology Review, 15(2), 147–179.
45. M.Haberman, (1995). Star teachers of children in poverty. West Lafayette, IN:Kappa Delta Pi.
46. M.Haberman, (2007). The source and nature of best practice in teaching. Paper presented at the Association of Teacher Educators Summer Conference. Milwaukee, WI.
47. M.Haberman, & L.Post, (1992). Does direct experience change education students' perceptions of low-income minority children? Midwestern Educational Researcher, 5(2), 29–31.
48. S.Hall, (1999). Un-settling ‘the heritage’, re-imagining the post-nation:Whose heritage?. Third Text, 13(49), 3–13.
49. D.Hammer, & A.Elby, (2002). On the form of personal epistemology. In B.K.Hofer & P.R.Pintrich (Eds.), Personal epistemology:The psychology of beliefs about knowledge and knowing (pp. 169–190). Mahwah, NJ:Lawrence Erlbaum.
50. I.F.Haney Lopez, (2000). The social construction of race. In R.Delgado & J.Stefancic (Eds.), Critical race theory:The cutting edge (pp. 163–175). Phildelphia, PA:Temple University Press.
51. C.I.Harris, (1993). Whiteness as property. Harvard Law Review, 106, 1707–1791.
52. J.E.Helms, (1990). Black and white racial identity:Theory, research, and practice. Westport, CT:Greenwood.
53. F.C.Hemphill, A.Vanneman, & T.Rahman, (2011). Achievement gaps:How Hispanic and White students in public schools perform in mathematics and reading on the national assessment of educational progress. Statistical Analysis Report (No. NCES 2011–459). Washington, D.C.:Institute of Education Sciences.
54. M.G.Hennessey, (2003). Metacognitive aspects of students' reflective discourse:Implications for intentional conceptual change teaching and learning. In G.M.Sinatra & P.R.Pintrich (Eds.), Intentional conceptual change (pp. 103–132). Mahwah, NJ:Lawrence Erlbaum Associates.
55. P.W.Hewson, (1985). Epistemological commitments in the learning of science:Examples from dynamics. European Journal of Science Education, 7(2), 163–172.
56. P.W.Hewson, M.E.Beeth, & N.R.Thorley, (1998). Teaching for conceptual change. In B.J.Fraser & K.G.Tobin (Eds.), International handbook of science education (pp. 199–218). Dordrecht, The Netherlands:Kluwer Academic Publishers.
57. P.W.Hewson, & M.G.A.B.Hewson, (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15, 191–209.
58. P.W.Hewson, H.W.Kerby, & P.A.Cook, (1995). Determining the conceptions of teaching science held by experienced high school science teachers. Journal of Research in Science Teaching, 32(5), 503–520.
59. P.W.Hewson, B.R.Tabachnick, K.M.Zeichner, K.B.Blomker, H.Meyer, J.Lemberger, et al. (1999). Educating prospective teachers of biology:Introduction and research methods. Science Education, 83(3), 247–273.
60. P.W.Hewson, B.R.Tabachnick, K.M.Zeichner, & J.Lemberger, (1999). Educating prospective teachers of biology:Findings, limitations, and recommendations. Science Education, 83(3), 373–384.
61. E.R.Hollins, & M.T.Guzman, (2005). Research on preparing teachers for diverse populations. In M.Cochran-Smith & K.M.Zeichner (Eds.), Studying teacher education:The report of the AERA Panel on Research and Teacher Education (pp. xii, 804). Mahwah, NJ:Lawrence Erlbaum Associates.
62. G.R.Howard, (2006). We can't teach what we don't know:White teachers, multiracial schools (2nd ed.). New York:Teachers College Press.
63. J.Iceland, D.H.Weinberg, E.Steinmetz, & United States Bureau of the Census. (2002). Racial and ethnic residential segregation in the United States 1980–2000. Washington, DC:U.S. Census Bureau.
64. Interstate New Teacher Assessment and Support Consortium. (2013). InTASC:Model core teaching standards and learning progressions for teachers 1.0. Washington, DC:Council of Chief State School Officers. Retrieved from http://www.ccsso.org/resources/publications/InTasc_model_core_teaching_standards_and_learning_progressions_for_teachers_10.html
65. N.G.Jablonski, (2004). The evolution of human skin and skin color. Annual Review of Anthropology, 585–623.
66. N.G.Jablonski, (2006). Skin:A natural history. Berkeley:University of California Press.
67. C.C.Johnson, (2011). The road to culturally relevant science:Exploring how teachers navigate change in pedagogy. Journal of Research in Science Teaching, 48(2), 170–198.
68. M.M.Kennedy, (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591–598.
69. M.M.Kennedy, D.L.Ball, & G.W.McDiarmid, (1993). A study package for examining and tracking changes in teachers' knowledge. NCRTL Technical Series 93–1. Retrieved Jan.30, 2007, from http://files.eric.ed.gov/fulltext/ED359170.pdf
70. S.G.Key, (2003). Enhancing the science interest of African American students using cultural inclusion. In S.M.Hines (Ed.), Multicultural science education:Theory, practice, and promise (pp. 87–101). New York:Peter Lang.
71. J.E.King, (1991). Dysconcious Racism:Ideology, Identity, and the Miseducation of Teachers. Journal of Negro Education, 60(2), 133–146.
72. B.A.Koenig, S.S.J.Lee, & S.S.Richardson, (2008). Revisiting race in a genomic age. New Brunswick, NJ:Rutgers University Press.
73. T.S.Kuhn, (1970). The structure of scientific revolutions. Chicago:University of Chicago Press.
74. G.Ladson-Billings, (1995). Toward a theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491.
75. G.Ladson-Billings, (1998). Just what is Critical Race Theory and what's it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
76. G.Ladson-Billings, (1999). Preparing teachers for diverse student populations:A critical race theory perspective. In Review of research in education (Vol. 24, pp. 211–247).
77. G.Ladson-Billings, (2003). Critical Race Theory perspectives on the social studies:The profession, policies, and curriculum. Greenwich, CT:Information Age Publishing.
78. G.Ladson-Billings, (2005). The evolving role of Critical Race Theory in educational scholarship. Race Ethnicity and Education, 8(1), 115–119.
79. G.Ladson-Billings, (2006). It's not the culture of poverty, It's the poverty of culture:The problem with teacher education. Anthropology and Education Quarterly, 37(2), 104.
80. G.Ladson-Billings, & W.F.I.V.Tate, (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
81. J.Landsman, & C.W.Lewis, (2006). White teachers, diverse classrooms:A guide to building inclusive schools, promoting high expectations, and eliminating racism (1st ed.). Sterling, VA:Stylus Publishing.
82. D.B.Larkin, (2010). Learning the pedagogical implications of student diversity:The lived experiences of preservice teachers learning to teach secondary science in diverse classrooms (Unpublished doctoral dissertation), Madison, Wisconsin:University of Wisconsin-Madison.
83. D.B.Larkin, (2012a). Misconceptions about “misconceptions”:Preservice secondary science teachers' views on the value and role of student ideas. Science Education, 96(5), 927–959.
84. D.B.Larkin, (2012b). Using the conceptual change model of learning as an analytic tool in researching teacher preparation for student diversity. Teachers College Record, 114(8), 1–35.
85. J.Littler, (2004). British heritage and the legacy of [race]. In J.Littler & R.Naidoo (Eds.), The politics of heritage:The legacies of race (pp. 1–20). London:Routledge.
86. J.Martin, (2006). Social cultural perspectives in educational psychology. In P.Alexander & P.H.Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 595–614). Mahwah, NJ:Erlbaum.
87. G.McAllister, & J.J.Irvine, (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3–24.
88. P.McIntosh, (1990). White privilege:Unpacking the invisible knapsack. Independent School, 49(2), 31–36.
89. P.McLaren, (2003). Critical pedagogy:A look at the major concepts. In A.Darder, M.Baltodano, & R.D.Torres (Eds.), The critical pedagogy reader (pp. 69–96):Psychology Press.
90. L.F.McMahon, R.A.Wolfe, S.Huang, P.Tedeschi, W.Manning, & M.J.Edlund, (1999). Racial and gender variation in use of diagnostic colonic procedures in the Michigan Medicare population. Medical Care, 37(712–717).
91. H.R.Milner, (2010). Start where you are, but don't stay there:Understanding diversity, opportunity gaps, and teaching in today's classrooms. Cambridge, MA:Harvard Education Press.
92. E.W.Morris, (2006). An unexpected minority:White kids in an urban school. New Brunswick, NJ:Rutgers University Press.
93. S.Myles, M.Somel, K.Tang, J.Kelso, & M.Stoneking, (2007). Identifying genes underlying skin pigmentation differences among human populations. Human Genetics, 120(5), 613–621.
94. K.L.Nadal, K.M.V.Escobar, G.T.Prado, E.J.R.David, & K.Haynes, (2012). Racial microaggressions and the Filipino American Experience:Recommendations for counseling and development. Journal of Multicultural Counseling and Development, 40(3), 156–173.
95. N.S.Nasir, A.S.Rosebery, B.Warren, & C.D.Lee, (2006). Learning as a cultural process:Achieving equity through diversity. The Cambridge handbook of the learning sciences (pp. 489–504).
96. National Center for Education Statistics. (2013). The condition of education 2013 (NCES 2013–037). Washington, D.C.:Institute of Education Statistics.
97. NCRTE. (1988). Teacher education and learning to teach:A research agenda. Journal of Teacher Education, 39(6), 27.
98. NCRTE. (1991). Findings from the teacher education and learning to teach study:Final report. East LansingM.I.:National Center for Research on Teacher Education.
99. P.Noguera, (2008). The trouble with Black boys and other reflections on race, equity, and the future of public education (1st ed.). San Francisco:Jossey-Bass.
100. J.Oakes, (2005). Keeping track:How schools structure inequality (2nd ed.). New Haven, CT:Yale University Press.
101. L.Okagaki, (2006). Ethnicity and learning. In P.Alexander & P.H.Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 615–634). Mahwah, NJ:Erlbaum.
102. M.Omi, & H.Winant, (1994). Racial formation in the United States:from the 1960s to the 1990s (2nd ed.). New York:Routledge.
103. L.Paine, (1990). Orientations towards diversity:What do prospective teachers bring? (Research Report 89–9). East Lansing, MI:Michigan State University, National Center for Research on Teacher Learning.
104. E.A.Pascoe, & L.Smart Richman, (2009). Perceived discrimination and health:a meta-analytic review. Psychological Bulletin, 135(4), 531.
105. T.Patchen, & A.Cox-Petersen, (2008). Constructing cultural relevance in science:A case study of two elementary teachers. Science Education, 92(6), 994–1014.
106. R.K.Payne, (2005). A framework for understanding poverty. (2nd ed.). Highlands, Texas:Aha! Process, Inc.
107. T.M.Philip, (2011). An ‘ideology in pieces’ approach to studying change in teachers' sensemaking about race, racism, and racial justice. Cognition & Instruction, 29(3), 297–329.
108. M.Pollock, (2004). Colormute:Race talk Dilemmas in an American school. Princeton, NJ:Princeton University Press.
109. G.J.Posner, K.A.Strike, P.W.Hewson, & W.A.Gertzog, (1982). Accommodation of a scientific conception:Toward a theory of conceptual change. Science Education, 66(2), 211–227.
110. C.Puckett, (2009). Story of the social security number. The Social Security Bulletin, 69, 55.
111. R.Rist, (1970). Student social class and teacher expectations:The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40(3), 411–451.
112. A.S.Rosette, & T.L.Dumas, (2007). Hair dilemma:Conform to mainstream expectations or emphasize racial identity. The Duke Journal of Gender Law & Policy, 14, 407–421.
113. L.Ross, (1977). The intuitive psychologist and his shortcomings:Distortions in the attribution process. In L.Berkowitz (Ed.), Advances in experimental social psychology (Vol. 10, pp. 173–220). New York:Academic Press.
114. C.Rousseau, & W.F.Tate, (2003). No time like the present:Reflecting on equity in school mathematics. Theory into Practice, 42(3), 210–216.
115. M.Sato, & T.J.Lensmire, (2009). Poverty and Payne:Supporting teachers to work with children of poverty. Phi Delta Kappan, 90(5), 365–370.
116. R.K.Sawyer, (Ed.). (2005). Introduction:The new science of learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 1–16). Cambridge, England:Cambridge University Press.
117. L.S.Shulman, (1987). Knowledge and teaching:Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
118. R.A.Shweder, (2003). Why do men barbecue?:Recipes for cultural psychology. Cambridge, MA:Harvard University Press.
119. G.M.Sinatra, (2005). The “warming trend” in conceptual change research:The legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 107–115.
120. G.M.Sinatra, & P.R.Pintrich, (2003). Intentional conceptual change. Mahwah, NJ:L. Erlbaum.
121. G.E.Singleton, & C.Linton, (2006). Courageous conversations about race:A field guide for achieving equity in schools. Thousand Oaks, CA:Corwin Press.
122. C.E.Sleeter, (1993). How white teachers construct race. In C.McCarthy & W.Crichlow (Eds.), Race, identity and representation in education (pp. 157–171). New York:Routledge.
123. C.E.Sleeter, & C.A.Grant, (1991). Race, class, bender and disability in current textbooks. In M.W.Apple & L.K.Christian-Smith (Eds.), The politics of the textbook (pp. 78–110). New York:Routledge.
124. C.E.Sleeter, & C.A.Grant, (1994). Making choices for multicultural education:Five approaches to race, class, and gender (2nd ed.). New York, NY:Merrill.
125. A.Smedley, & B.D.Smedley, (2005). Race as biology is fiction, racism as a social problem is real:Anthropological and historical perspectives on the social construction of race. American Psychologist, 60(1), 16–26.
126. D.G.Solorzano, & D.D.Bernal, (2001). Examining transformational resistance through a critical race and LatCrit theory framework Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342.
127. D.G.Solorzano, & T.J.Yosso, (2001). From racial stereotyping and deficit discourse toward a Critical Race Theory in teacher education. Multicultural Education, 9(1), 2–8.
128. G.D.Spindler, & L.S.Spindler, (1990). The American cultural dialogue and its transmission. London, New York:Falmer Press.
129. R.E.Stake, (2000). Case studies. In N.Denzin & Y.Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435–454). Thousand Oaks, CA:Sage.
130. R.E.Stake, (2006). Multiple case study analysis. New York:The Guilford Press.
131. C.M.Steele, (1997). A threat in the air. American Psychologist, 52(6), 613.
132. J.H.Stewart, J.L.Cartier, & C.M.Passmore, (2005). Developing understanding through model-based Inquiry. In National research council (U.S.). Committee on how people learn:A targeted report for teachers. (Ed.), How students learn:History, mathematics, and science in the classroom (pp. 515–565). Washington, D.C.:National Academies Press.
133. K.A.Strike, & G.J.Posner, (1992). A revisionist theory of conceptual change. In R.A.Duschl & R.J.Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice. Albany:State University of New York Press.
134. B.D.Tatum, (2003). “Why are all the Black kids sitting together in the cafeteria?”:And other conversations about race. New York:Basic Books.
135. G.L.Thompson, (2004). Through ebony eyes:What teachers need to know but are afraid to ask about African American students (1st ed.). San Francisco, CA:Jossey-Bass.
136. S.E.Toulmin, (1972). Human understanding. Princeton, NJ:Princeton University Press.
137. U. S. Census Bureau. (2012). Statistical abstract of the United States, 2012. Washington, DC:Government Printing Office.
138. R.R.Valencia, (1997). The evolution of deficit thinking:Educational thought and practice. Washington, D.C.:Falmer Press.
139. A.Vanneman, L.Hamilton, J.Baldwin Anderson, & T.Rahman, (2009). Achievement Gaps:How Black and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress. Statistical Analysis Report (No. NCES 2009–455). Washington, D.C.:Institute of Education Sciences.
140. J.Vasquez Heilig, K.D.Brown, & A.L.Brown, (2012). The illusion of inclusion:A Critical Race Theory textual analysis of race and standards. Harvard Educational Review, 82(3), 403–424.
141. A.M.Villegas, & T.Lucas, (2002a). Educating culturally responsive teachers:A coherent approach. Albany:State University of New York Press.
142. A.M.Villegas, & T.Lucas, (2002b). Preparing culturally responsive teachers:Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.
143. P.Warmington, (2009). Taking race out of scare quotes:Race-conscious social analysis in an ostensibly post-racial world. Race, Ethnicity & Education, 12(3), 281–296.
144. M.Windschitl, (2003). Inquiry projects in science teacher education:What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112.
145. M.Windschitl, (2004). Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481–512.
146. M.Windschitl, (2005). The future of science teacher preparation in America:Where is the evidence to inform program design and guide responsible policy decisions? Science Education, 89(4), 525–534.
147. M.Windschitl, J.Thompson, & M.Braaten, (2008). Beyond the scientific method:Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941–967.
148. C.G.Woodson, (1933). The mis-education of the Negro. Washington, D.C.:The Associated Publishers.
149. R.K.Yin, (2006). Case study methods. In J.L.Green, G.Camilli, & P.B.Elmore, (Eds.), Handbook of complementary methods in education research (pp. 111–122). Mahwah, NJ:Lawrence Erlbaum Associates; Published for the American Educational Research Association.
150. K.Zeichner, (1996). Educating teachers for cultural diversity. In K.M.Zeichner, S.L.Melnick, & M.L.Gomez (Eds.), Currents of reform in preservice teacher education (pp. 133–175). New York:Teachers College Press.
151. K.Zeichner, (2005). A research agenda for teacher education. In AERA Panel on Research and Teacher Education, M.Cochran-Smith & K.M.Zeichner (Eds.), Studying teacher education:The report of the AERA panel on research and teacher education (p. 12). Mahwah, NJ:Published for the American Educational Research Association by Lawrence Erlbaum Associates.
152. K.Zeichner, (2006). Studying teacher education programs:Enriching and enlarging the inquiry. In C.Conrad & R.C.Serlin (Eds.), The Sage handbook for research in education:Engaging ideas and enriching inquiry (pp. 79–93). Thousand Oaks:Sage Publications.
153. K.Zeichner, C.A.Grant, G.Gay, M.Gillette, L.Valli, & A.M.Villegas, (1998). A research informed vision of good practice in multicultural teacher education:Design principles. Theory Into Practice, 37(2), 163–171.
154. K.Zumwalt, & E.Craig, (2005). Teachers' characteristics:Research on the demographic profile. In AERA Panel on Research and Teacher Education, M.Cochran-Smith & K.M.Zeichner (Eds.), Studying teacher education:The report of the AERA Panel on Research and Teacher Education (p. 12). Mahwah, NJ:Published for the American Educational Research Association by Lawrence Erlbaum Associates.