7CRP Topic: Culturally relevant and responsive pedagogy
Articles
- Arias, M. B., & Poynor, L. (2001). A good start: A progressive, transactional approach to diversity in pre-service teacher education. Bilingual Research Journal, 25(4), 417-434.
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Assaf, L. & López, M.M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323-338.
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
- Bennett, S.V. (2012). Effective facets of a field experience that contributed to either preservice teachers' developing understandings about culturally responsive teaching. Urban Education, 48(3), 380-419.
- Cobb, J. (2005). Planting the seeds . . . tending the garden . . . cultivating the student: Early childhood preservice teachers as literacy researchers exploring beliefs about struggling readers and diversity. Journal of Early Childhood Teacher Education, 26, 377-393.
- Dávila, D. (2015). # WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature. Research in the Teaching of English, 50(1), 60.
- Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47(2), 55-75.
- Escamilla, K., & Nathenson-Mejía, S. (2003). Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity. Equity & Excellence in Education, 36(3), 238-248.
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Falter, M. M., & Kerkhoff, S. N. (2018). Slowly shifting out of neutral: Using young adult literature to discuss PSTs’ beliefs about racial injustice and police brutality. English Teaching: Practice & Critique, 17(3), 257–276. https://doi.org/10.1108/ETPC-05-2017-0057
- Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90.
- Glenn, W. J. (2012). Developing understandings of race: Preservice teachers' counter-narrative (re) constructions of people of color in young adult literature. English Education, 44(4), 326-353.
- Gort, M., & Glenn, W. J. (2010). Navigating Tensions in the Process of Change: An English Educator’s Dilemma Management in the Revision and Implementation of a Diversity-Infused Methods Course. Research in the Teaching of English, 45(1), 59–86.
- Gunn, A., & King, J. (2015). Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers. Teacher Development, 19(2), 168-185.
- Haddix, M., & Price-Dennis, D. (2013). Urban fiction and multicultural literature as transformative tools for preparing English teachers for diverse classrooms. English Education, 45(3), 247.
- Hall, L. A., & Piazza, S. V. (2008). Critically reading texts: What students do and how teachers can help. Reading Teacher, 62(1), 32-41.
- Hall, L. A. (2009). “A necessary part of good teaching”: Using book clubs to develop preservice teachers’ visions of self. Literacy Research and Instruction, 48, 298-317. doi: 10.1080/19388070802433206
- Hall, L. A. (2009). More than Skills: Helping Prospective Teachers Deepen Their Knowledge of Literacy Development and Instruction. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 58th Yearbook of the National Reading Conference (pp. 171-184). Oak Creek, WI: National Reading Conference.
- Hauerwas, L. B., Skawinski, S. F., & Ryan, L. B. (2017). The longitudinal impact of teaching abroad: An analysis of intercultural development. Teaching and Teacher Education, 67, 202-213.
- Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36(2), 117-140. http://dx.doi.org/10.1080/01626620.2014.898600
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Howrey, S. T. & Whelan-Kim, K. (2009). Building cultural responsiveness in rural, preservice teachers using a multicultural children's literature project, Journal of Early Childhood Teacher Education, 30(2), 123-137.
- Kaste, J. A. (2001). Examining two preservice teachers' practices for promoting culturally responsive literacy in the middle grades. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 311-322), Chicago, Ill: National Reading Conference.
- Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2002). A focus on family stories: Enhancing preservice teachers' cultural awareness. In D. L. Schallert, C. F. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.) 51st Yearbook of National Reading Conference (pp. 242-252), San Antonio, TX: National Reading Conference.
- Kim, Y., Turner, J.D. & Mason, P.A. (2015). Getting into the zone: Cases of student-centered multicultural literacy teacher education. Action in Teacher Education, 37:2, 102-119, DOI: 10.1080/01626620.2015.1013162
- Kosnik, C., Menna, L., Dharamshi, P., & Miyata, C. (2017). So how do you teach literacy in teacher education?: Literacy/English teacher educators' goals and pedagogies. The Australian Journal of Language and Literacy, 40(1), 59.
- Lazar, A. (2001). Preparing white preservice teachers for urban classrooms: Growth in a Philadelphia-based literacy practicum. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 367-381), Chicago, Ill: National Reading Conference.
- Lazar, A. M. (2007). It's not just about teaching kids to read: Helping preservice teachers acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411-443. http://dx.doi.org/10.1080/10862960701675291
- Leland, C., Harste, J. C., Jackson, C. A., & Youssef, O. (2001). Making teacher education critical. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 382-393), Chicago, Ill: National Reading Conference.
- Lohfink, G. (2014). The impact of a school-university multicultural read-aloud project on pre-service teachers’ pedagogical understandings. School-University Partnerships, 7(2), 34-47.
- Mathis, J. B. (2000). Preservice teachers explore culturally responsive instruction: Affirmation and resistance. Literacy at a new horizon, 226-239.
- Mohr, K.A., Lane, F., & Sarker, A. (2010). Paths to culturally responsive instruction: Preservice teachers’ readiness beliefs. In R.T. Jiménez, V.J. Risko, M.K. Hundley, & D.W. Rowe (Eds.), 59th Yearbook of the National Reading Conference (pp. 304-314). Oak Creek, WI: National Reading Conference.
- Monroe, L., & Ruan, J. (2018). Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs. Journal of Early Childhood Teacher Education, 39(1), 1-15.
- Moore-Hart, M. (2002). Creating a pathway to multicultural education in urban communities: Real-life experiences for preservice teachers. Reading Horizons, 42(3), 139-173.
- Mosley, M. (2010). 'That really hit me hard': Moving beyond passive anti-racism to engage with critical race literacy pedagogy. Race Ethnicity and Education, 13(4), 449-471.
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Naidoo, L. (2012). How do pre-service teachers cope with a literacy intervention program in a remote indigenous community? The community action support program in the Northern Territory, Australia. Australian Journal of Teacher Education, 37(10). http://dx.doi.org/10.14221/ajte.2012v37n10.8
- Nathenson-Mejía, S., & Escamilla, K. (2003). Connecting with Latino children: Bridging cultural gaps with children's literature. Bilingual Research Journal, 27(1), 101-116.
- Norris, K., Lucas, L., & Prudhoe, C. (2012). Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom. Multicultural Education, 19(2), 59-62.
- Olson, K. & Jimenez-Silva, M. (2008). The Campfire Effect: A Preliminary Analysis of Preservice Teachers' Beliefs About Teaching English Language Learners After State-Mandated Endorsement Courses, Journal of Research in Childhood Education, 22:3, 246-260, DOI: 10.1080/02568540809594625
- Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development, 20(5), 648-666.
- Styslinger, M. E., Walker, N., & Eberlin, E. L. (2014). Teaching in "Third Space": Understanding Pre-Service Teachers' Reading with Incarcerated Teens. Journal Of Reading Education, 39(2), 23-29.
- Szecsi, T., Spillman, C., Vázquez-Montilla, E., & Mayberry, S. C. (2010). Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature. Multicultural Education, 17(4), 44-48.
- Turner, J. (2006). "I want to meet my students where they are!" Preservice teachers' visions of culturally responsive literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 55th yearbook of the National Reading Conference (pp. 3o9-323). Oak Creek, WI: National Reading Conference.
- Turner, J.D. (2007). Beyond cultural awareness: Prospective teachers' visions of culturally responsive literacy teaching. Action in Teacher Education, 29 (3), 12-24. http://dx.doi.org/10.1080/01626620.2007.10463456
- Vaughn, M., Allen, S., Kologi, S., & McGowan, S. (2015). Revisiting Literature Circles as Open Spaces for Critical Discussions. Journal Of Reading Education, 40(2), 27-32.
- Voelker, A. N. (2013). Tomorrow's Teachers Engaging in Unprotected Text. Journal of Children's Literature, 39(2), 23.
- Mosley Wetzel, M., L. Roser, N., Hoffman, J. V., Antonio Martínez, R., & Price-Dennis, D. (2016). “I couldn’t have learned this any other way”: Learning to teach literacy across concurrent practicum experiences. Action in Teacher Education, 38(1), 70-85.
- Mosley Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K, & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (formerly the National Reading Conference), (pp. 163-179). Oak Creek, WI: Literacy Research Association Conference.
- Williams, B., May, L. A., & Williams, R. F. (2012). Flowers, fruits, & fingers: Preservice teachers write about difficult topics for a child audience. Multicultural Education, 19(3), 27-33.
- Wolf, S. A., Ballentine, D., & Hill, L. A. (2000). “Only connect!”: Cross-cultural connections in the reading lives of preservice teachers and children. Journal of Literacy Research, 32(4), 533-569.
- Wolsey, T. D., Young, J. R., Scales, R. Q., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Grisham, D. L., Ganske, K., Dobler, E., & Chambers, S. A. (2013). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education, 35(3), 204-222. http://dx.doi.org/10.1080/01626620.2013.806230
- Xu, S. H. (2000). Preservice teachers in a literacy methods course consider issues of diversity. Journal of Literacy Research, 32(4), 505-531.