ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Educators' Understanding of Diversity Painting a Picture through Narrative Portraits
Author: Stenhouse, Vera L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Educators,Urban Education,Teacher Education,Student Diversity,Teacher Background,Knowledge Base for Teaching,Teacher Education Programs,Consciousness Raising,Multicultural Education,Teacher Characteristics,Semi Structured Interviews,Personal Narratives,Ethnicity,Racial Identification,Cultural Awareness,Experience,Environmental Influences,Social Bias

Education research literature is rife with images of pre- and in-service teachers in urban settings. Entire publications are grounded in the study of this population (see Journal of Urban Education, Education and Urban Society, The Urban Review, Perspectives on Urban Education, The National Journal of Urban Education, and Rethinking Schools). In contrast, the literature landscape featuring teacher educators responsible for preparing teachers to teach offers sparse images of their backgrounds and experiences (Cochran-Smith &amp; Zeichner, 2005). Additionally, images of teacher educators' understanding of matters of diversity are further muted. The knowledge base in teacher education often ignores the background, experiences, and training of teacher educators' &quot;writ large&quot;, and particularly absent are those working in programs preparing pre- and in-service teachers to be responsive to the rich demographic diversity of their students. This article adds to the teacher education landscape and provides a sharper image of teacher educators by investigating education faculty working in a program that foregrounds the relevance of diversity in teaching and learning. (Contains 1 table and 2 notes.)
Embracing Racism: Understanding Its Pervasiveness &amp; Persistence
Author: Williams, Gary L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Racial Bias,United States History,Slavery,African Americans,Persistence,Social Attitudes,Public Policy,Social Problems,Whites,College Environment,Social Change,Social Justice

The legacy of slavery and racism in America and the history of what John C. Calhoun and other Southern leaders of the 1800s called &quot;our peculiar institution&quot; has not gone unnoticed. Neither has the psychological damage that remains as baggage carried by the descendents of both the slave and the slave owner (Berry &amp; Blassingame, 1982; Franklin &amp; Moss, 2000; Fredrickson, 2003; Quarles, 1996). This legacy of &quot;our peculiar institution&quot; is currently reflected in the policies and practices of American social institutions; hence, it is not uncommon to hear allegations that institutional racism is practiced by educational, healthcare, criminal justice, and other social institutions. The author believes that racism in America is here to stay. It will not be abolished or reformed. After admitting that a post-racial America does not exist, the CRT's worldview calls upon other social institutions, such as medical/ healthcare, to subject themselves to the scrutiny exercised by University of Wisconsin-Milwaukee (UWM) in engaging the voices of the university community to identify both the existence of the problem and solutions for addressing institutionalized racism.
Happy Birthday Frederick Douglass: A Model for Teaching Literacy Narratives of Freedom in the Classroom
Author: Ciardiello, A. Vincent
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,African Americans,Personal Narratives,Literacy Education,Social Justice,Freedom,Identification (Psychology),Slavery,United States History,African American History,Consciousness Raising,Critical Literacy,Elementary Education

This article provides a model for teachers to expand students' thinking about the liberating nature of literacy. Literacy is not just about making kids smarter or preparing them for future careers. Neither is it passive, neutral, or innocent. It is infused with values and ideology. It can be used by people to promote freedom or support tyranny. It can challenge or foster stereotypes. It can create or submerge identities as well as silence voices. It involves matters of freedom, identity, and voice. Teaching literacy narratives that contain issues of emancipation can provide an educational tool to help literacy educators translate abstract concepts such as freedom, identity, and voice to the realities of classroom instruction. Guidelines for critically reading and discussing literacy narratives of freedom are summarized in Table 1 and are modeled for classroom application using the canonical slave narrative of the young Frederick Douglass. (Contains 3 tables and 1 figure.)
The Educational Resettlement of Refugee Children: Examining Several Theoretical Approaches
Author: Lerner, Amy B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Refugees,Land Settlement,Educational Policy,Child Development,Cognitive Development,Physical Development,Academic Achievement,Intervention,English (Second Language),Second Language Learning,Educational Research,Educational Practices,Acculturation,Child Rearing,Parent Child Relationship,Student Placement,Self Concept,Theories,Identification

Each year, approximately 100,000 refugees arrive in the United States (Refugee Council USA). Nearly half of these arrivals are children. The number of refugees worldwide has more than sextupled since the 1950s, and according to the United States Committee for Refugees and immigrants (USCRI) this number is expected to continue to grow in coming years (Szente, Hoot, and Taylor, 2006; United States Committee for Refugees and Immigrants, 2009). Despite this recent history and future expectations and predictions, no formal framework currently exists for integrating refugee children into American schools. Commonly, refugee children entering the school system in this new country are placed either in first grade (regardless of their age) or in a class that corresponds to their chronological age (Szilassy and Arendas, 2007). Both options present problems. When refugee children are placed with younger classes they may experience social and emotional difficulties because of the differences that exist in the development of children of unlike age groups (e.g., physical and cognitive development). When refugee children are placed with children of a different peer group these dissimilarities can exacerbate resettlement stress (Szilassy and Arendas, 2007). On the other hand, those refugee children placed in classes with students their own age are unlikely to be able to keep up with schoolwork without intervention, as refugee students typically do not have the &quot;prerequisite academic experience in the course subject matter&quot; (Roxas, 2008, p. 6). Further, the vast majority of refugee children do not speak the language of their new country and thus require English as a second language which many schools lack the resources to provide (Roxas, 2008). Research has shown that educational resettlement in the U.S. is, for the most part, far from successful. Why, then, have we yet to institute policies and practices that address issues pertaining to the educational integration of refugee children? What new knowledge and perspectives would help researchers and educators approach this problem? This article seeks to shed light on the implications of these issues, for policy and practice to bring forth new questions that challenge the ways in which researchers currently view the development of refugee children. (Contains 1 table.)
Perceptions of Culturally Diverse Head Start Families: A Focus Group Study
Author: Riley, Jeanetta G.
Date: 2012-00-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Focus Groups,Preschool Education,Preschool Children,Family School Relationship,Teaching Methods,Equal Education,Justice,Cultural Background,Cultural Awareness,Preschool Teachers,Teacher Expectations of Students,Parent Attitudes,Disadvantaged Youth,Parent Teacher Cooperation,Trust (Psychology),Translation

Teachers who embrace culturally relevant practices support children's learning by infusing &quot;cultural referents&quot; into the curriculum to provide children with learning opportunities that are related to their experiences outside of the classroom. They strive to establish congruency between home, community, and school and to use knowledge of children's cultures when designing environments and experiences, thus helping children connect school to their own identities and lives (Ladson-Billings, 2009). Therefore, culturally relevant teaching practices in early childhood environments go beyond the addition of materials and props from various countries (Meece &amp; Wingate, 2009/2010). Teachers who intentionally implement culturally relevant practices learn about the children as individuals, including their social and cultural backgrounds (Gay, 2000), to create classrooms based on equity, justice, and high expectations for all children (Ladson-Billings, 2009). Taking time to listen to families and to build relationships with families can help teachers gain insight into children's cultures (Banks &amp; Banks, 1993; Durand, 2010). The purpose of this focus group study was to investigate the cultural relevance of Head Start classrooms as perceived by culturally diverse families using the following guiding question: Are young children's backgrounds and cultures reflected in Head Start classrooms from the family perspective? Subquestions included: (1.) Do culturally diverse families perceive their Head Start child's classroom experiences as culturally relevant for their child? (2.) How do culturally diverse families perceive their role in determining classroom activities and curriculum for their Head Start child? (3.) How do culturally diverse families perceive communication with their child's Head Start teacher? The data suggest that these parents trusted the teachers and staff to do what was best for their children. Further research is needed to study how teachers view the role of culturally relevant experiences in Head Start classrooms, the prevalence of culturally relevant experiences within Head Start classrooms, and the methods Head Start teachers use to learn about families' beliefs, values, and cultures to be able to enhance children's learning. (Contains 1 table.)
&quot;Los Papeles No Trabajan&quot;: The Papers Don't Do the Work
Author: Hones, Donald
Date: 2012-00-00
Type: Journal Articles
Subjects: Immigrants,Undocumented Immigrants,Access to Education,Civil Rights,Public Education,Politics of Education,Social Attitudes,Court Litigation,Foreign Countries,Social Values,Personal Narratives,Advocacy,Social Justice

Schools across the United States serve children from families that have crossed the U.S. border without documents. Some of these children have crossed the border themselves. For teachers and other educators, the Supreme Court decision of &quot;Plyler v. Doe&quot; (1982) has set the precedent that all children in the United States are entitled to a public education, regardless of their immigration status. Nevertheless, undocumented immigration remains a highly polarizing issue, and the struggles of immigrant children and their families often takes a back seat to political posturing. The authors of this article believe that it is an act of both courage and solidarity for teachers to provide support for undocumented children and their families. They also assert that it is a moral duty supported by international human rights agreements signed by the United States. The following research study raises questions about how the United States serves and supports the children and families who arrive in our schools and communities with or without &quot;papeles&quot; (&quot;papers&quot;)--documentation of their legal entry into the country; about how much Americans will tolerate the abuse, neglect, and death of men, women, and children who attempt to cross our border with Mexico; and about men, women, and children who attempt to cross our border with Mexico. This study describes the involvement with a humanitarian organization on the Arizona border with Mexico, and what was learned from conversations with ranchers, border patrol agents, Mexican officials, and the migrants themselves.
Integrating Storytelling into the Mindset of Prospective Teachers of American Indian Students: A Grounded Theory
Author: Cheeseman, Gary W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Story Telling,American Indian Students,Culturally Relevant Education,Student Motivation,Social Influences,Educational History,American Indian History,Boarding Schools,Rural Schools,Preservice Teachers,Student Teacher Attitudes,Interviews,Focus Groups,Consciousness Raising,Qualitative Research,Grounded Theory

This study is part of a larger project that explored the use of storytelling as a learning tool in schools in the United States. Here the authors examine storytelling as a pedagogical tool for prospective teachers of American Indian children to enhance classroom learning. The specific intention is to illuminate the pedagogical methodology of storytelling as an authentic educational communication mechanism for giving voice to American Indian students. The authors address some academic concerns of American Indian students to assist discovery of culturally meaningful, proficient educational and social solutions to problems within American schools. Additionally, the use of storytelling as a natural instructional design component for widening the perspectives of all prospective teachers is highlighted. (Contains 1 table.)
Reading the White Space in a Multicultural Field Experience
Author: Sassi, Kelly
Date: 2012-00-00
Type: Journal Articles
Subjects: Multicultural Education,Field Experience Programs,Teacher Education Programs,Cultural Awareness,Whites,Consciousness Raising,Student Teacher Attitudes,Professional Identity,Identification (Psychology),Attitude Change,Racial Attitudes,Student Diversity,Qualitative Research,Student Journals

The overarching goal of multicultural education is &quot;to help all students acquire the knowledge, attitudes, and skills needed to participate in cross-cultural interactions and in personal, social, and civic action that will help make our nation more democratic and just&quot; (Banks, 2006, p. 202). In pursuit of this goal, teacher educators must &quot;ensure the preparation of teachers for a diverse student population&quot; (Hollins, 2008, p. 5). This is a complex and challenging endeavor. This study focuses on the preparation of these new teachers, specifically their field experience. The literature suggests field experience is more effective when it combines exposure to different backgrounds, travel, and related education, and includes reflection and appropriate processing, as well as a contextualization of the issues at the field site in relation to larger social issues. Extending the time at a field site may also contribute to greater comfort and more favorable attitudes toward teaching in a multicultural environment (Wiggins et al, 2007, p. 6). Building on the previous research, this study addresses the following questions: (1) What kinds of identity statuses do our pre-service teachers have? (2) What kinds of information processing strategies do they use when they reflect on multicultural readings and a multicultural field experience? (3) What do their identity statuses and information processing strategies tell us about their development of multicultural awareness and sensitivity? The authors conclude that teacher educators must both attend to and challenge concerns about pre-service teachers staying comfortable. Challenging assumptions about educational practice involves providing pre-service teachers with opportunities to be pushed out of their comfort zones and to de-center themselves. What the study contributes is a recognition that those comfort zones differ for individuals, and de-centering may look different from person to person. (Contains 2 tables and 1 note.)
Breaking the Yoke of Racism &amp; Cultural Biases: Two Pre-Service Teachers' Online Discussions &amp; Candid Reflections about Race &amp; Culture
Author: Christian, Beth Morton
Date: 2012-00-00
Type: Journal Articles
Subjects: Racial Bias,Student Teacher Attitudes,Multicultural Education,Preservice Teachers,Cultural Influences,Racial Differences,Computer Mediated Communication,Group Discussion,Cultural Differences,Student Diversity,Attitude Change,Language Usage,Reflection,Case Studies,Experience,Social Influences

The purpose of this study was to explore how critical and reflective thinking about race and culture evolved and manifested in online threaded discussions among pre-service teachers during a required Multicultural Education course. Because of the ubiquitous presence of computer-mediated forms of communication, research has increased in recent years that examines critical and reflective thinking practices of pre-service teachers in various web-based forums (e.g., Bodzin &amp; Park, 2007; Jeong, 2003; Killian &amp; White, 2003; Kippen, 2003 Levin, He, &amp; Robbins, 2006; McCrory, Putnam, &amp; Jansen, 2008; Meyer, 2004; Wade, Fauske, &amp; Thompson, 2008). However, there are still relatively few research studies that track critical and reflective thinking about race and culture in web-based forums. This study investigated students' online threaded discussions as they related to personal beliefs about racial and cultural differences, personal experiences with regard to interracial conflict, as well as course readings and assignments about racial, cultural, and linguistic differences in classrooms and in societies. Findings suggest that deliberate and systematic reflections and discussions about race and issues of classroom diversity, as well as about mandated instructional programs and methods, yield a considerable amount of change in teachers' beliefs about race, language, and diversity. This research not only has implications for the preparation of pre-service teachers for teaching in diverse settings, but also for in-service teachers who have not had the opportunity to engage in this type of reflective practice. (Contains 1 note.)
Making Learning to Problem-Solve Count: Critical Use of Mathematics to Bring about Social Justice
Author: Lucey, Thomas A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Social Justice,Teaching Methods,Learner Engagement,Critical Thinking,Money Management,Mathematical Concepts,Disadvantaged,Preservice Teachers,Student Attitudes,Cooperative Learning,Democratic Values

This article focuses on the potential relevance of mathematical conceptions to justice-oriented teaching. The authors believe that culturally responsive mathematics teaching requires the holding of high expectations for students' engagement in critical thinking abilities by respecting their backgrounds and engaging their contemplation and analysis of the mathematical relationships that characterize their environments. The authors indicate that developing a broad awareness of content and its interdisciplinary nature represents a necessary step toward conceptualizing the interconnected nature of humanity and the global community in which it resides. In order to create these rich learning opportunities, elementary, middle-level, and high-school preservice and in-service teachers must realize the connections among mathematics, financial literacy, and social justice issues. The authors consider that this knowledge must be applied in ways that empower students. Mathematics and financial literacy can be empowering concepts for understanding and combating social injustices and fulfilling educators' responsibilities for empowering socially marginalized students. To help inform the educational community about these issues, the authors discuss literature that supports these processes, they describe a classroom approach for implementation, and provide a model lesson. The literature section explores the currently narrow conceptions of mathematics typically held by preservice teachers, and postulates the need to foster alternative conceptions in which mathematics becomes a tool for engendering justice-oriented thinking. The authors also explain the terms &quot;democratic mathematics&quot; and &quot;critical mathematics&quot; in order to present Borich's (2011) cooperative classroom approach, an approach which enables teachers' facilitation of students' critical perspective of social injustices. The article concludes with an example of classroom application of Borich's approach, through which students can identify a social concern (i.e., unjust education funding), discuss the conventional and justice-oriented perspectives on this social issue, and further examine available mathematical patterns that support each point of view. (Contains 1 table.)
Designing Transition Programs for Culturally &amp; Linguistically Diverse Students with Disabilities
Author: Cote, Debra L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Transitional Programs,Program Development,Disabilities,Student Diversity,Ethnic Diversity,Cultural Differences,Family Involvement,Surveys,Cultural Awareness,Cultural Influences,Skill Development,Student Participation,Family School Relationship,High School Students

Parents from culturally diverse backgrounds need to feel that they play a vital role in the future success of their sons or daughters with disabilities. Differences in culture and ethnicity can affect families' involvement in transition planning and the goals that they emphasize for their children. Families of diverse backgrounds were surveyed and shown to be concerned with their sons' and daughters' transitions into the community (Pruchno &amp; Patrick, 1999). Differences in culture can influence the transition goals that families emphasize the most. Professionals can use the following steps to involve culturally and linguistically diverse (CLD) families and students in successful transition planning: (1) Enrich families' Lives; (2) Demonstrate cultural competence; (3) Support family values; and (4 ) Promote a family-centered approach. Students with disabilities are often faced with leaving the classroom and entering the adult world unprepared (Frank &amp; Sitlington, 2000; Wehman, 2006). In compliance with the Individuals with Disabilities Education Act (IDEA), professionals must teach students the essential skills necessary for a successful transition into adulthood. Transition planning plays a fundamental role in the future successes of CLD families and students. it is incumbent on professionals to provide CLD families with the appropriate supports to facilitate students' successful transitions in to post-secondary life. Incorporation of these steps and strategies by professionals and families collectively increase the likelihood of gratifying transition planning experiences for CLD students with disabilities. (Contains 2 tables and 1 figure.)