7PTB Topic: Preservice teacher beliefs about students, families communities etc These are findings that related to preservice teachers perceptions and changes in perceptions of the students they work with (e..g, the effects of labels, cultural background) Articles Abbate-Vaughn, J. (2006). “Not writing it out but writing it off”: Preparing multicultural teachers for urban classrooms. Multicultural Education, 13(4), 41-48. Abrego, M., Rubin, R., Sutterby, J.A. (2006). They call me maestra: Preservice teachers' interactions with parents in a reading tutoring program. Action in Teacher Education, 28 (1), 3-12. http://dx.doi.org/10.1080/01626620.2006.10463563 Agee, J. (2006). What Kind of Teacher Will/Be? Creating Spaces for Beginning Teachers' Imagined Roles. English Education, 38(3), 194-219. Al-Barakat, A. A. & Bataineh, R. F. (2011). Preservice Childhood Education Teachers' Perceptions of Instructional Practices for Developing Young Children's Interest in Reading, Journal of Research in Childhood Education, 25:2, 177-193. Allen, D., & Swearingen, R. (2002). Development of Pedagogical Knowledge Related to Teaching At-Risk Students: How Do Inservice Teachers and Preservice Teachers Compare? Reading Horizons, 43(1), 49-60. 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. Assaf, L. C. (2005). Exploring identities in a reading specialization program. Journal of Literacy Research, 37(2), 201-236. http://dx.doi.org/10.1207/s15548430jlr3702_4 Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2013). Learning about English learners' content understandings through teacher inquiry: Focus on writing. The New Educator, 9(4), 304-327. Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100. Bennett, L. H., Athanases, S. Z., & Wahleithner, J. M. (2016). “Like a ball and glove”: Teachers’ conceptions of the promise and challenges of conducting classroom inquiry. Action in Teacher Education, 38(1), 49-69. 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. Brayko, K. (2013). Community-Based Placements As Contexts for Disciplinary Learning A Study of Literacy Teacher Education Outside of School. Journal of Teacher Education, 64(1), 47–59. doi:10.1177/0022487112458800 Brock, C., Case, R., & Taylor, S. (2013). Dilemmas in guiding pre-service teachers to explore literacy instruction and diversity. Teacher Education Quarterly, 40(1), 81-100. Brock, C. H., Moore, D. K., & Parks, L. (2007). 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(2016). “When I hear literacy”: Using pre-service teachers' perceptions of mathematical literacy to inform program changes in teacher education. Teaching and Teacher Education, 53, 63-74. Crawford-Garrett, K. (2016). Negotiating scripts, humanizing practice: Remaking methods instruction in an era of standardization. Action in Teacher Education, 38(3), 240-258. Dávila, D. (2015). # WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature. Research in the Teaching of English, 50(1), 60. Davila, D. (2013). Cultural boundaries or geographic borders? Future teachers define “American” in response to In My Family/En Mi familia. In P.J. Dunston, S.K. Fullerton, C.C. Bates, K. Headley, P.M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (pp. 260-272). Oak Creek, WI: Literacy Research Association. Davis-Duerr, J. (2015). Planning on Preservice Teachers' Affective Domains of Reading. Journal of Reading Education, 40(3), 17-22. 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Teachers' attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33, 65-76. Foote, M. M., & Linder, P. E. (2000). What they know and believe about family literacy: Preservice and mentor teachers respond and reflect. Yearbook of the College Reading Association, 22, 159-176. Freedman, L. & Carver, C. (2007). Preservice teacher understandings of adolescent literacy development: Naive wonder to dawning realization to intellectual rigor. Journal of Adolescent and Adult Literacy, 50(8), 654-665. Gelfuso, A. (2018). "But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis) understandings about literacy instruction. Teaching and Teacher Education, 74, 10-20. Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21(2), 145-170. Grisham, D. L., & Wolsey, T. D. (2011). 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Community-based field experiences in teacher education: possibilities for a pedagogical third space. Teaching Education, 23(3), 241-263. Hammett, R., & Bainbridge, J. (2009). Pre-service teachers explore cultural identity and ideology through picture books. Literacy 43 (3), 152–59. doi:10.1111/j.1741-4369.2009.00522.x. Harrison, J., & Lakin, J. (2018). Pre-service teachers' implicit and explicit beliefs about English language learners: An implicit association test study. Teaching and Teacher Education, 72, 54-63. Hill, K. D. (2012). We're actually comfortable with diversity: Affirming teacher candidates for culturally relevant reading pedagogy in urban practicum. Action in Teacher Education, 34(5/6), 420-432. http://dx.doi.org/10.1080/01626620.2012.729472 Horton, J., & Pacifici, L. (2003). Expanding pre-service teachers' notions of literacy and diversity. In W. Trathen (Ed.), The 23rd Yearbook of the American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/index.shtml 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. Johnson, A. (2010). Rachel’s literacy stories: unpacking one preservice teacher’s moral perspectives on literacy teaching. Teachers and Teaching: Theory and Practice, 16(1), 97-109. 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 Laman, T.T., Miller, E.T., & López-Robertson, J. (2012). Noticingand naming as social practice: Examining the relevance of a contextualized field-based early childhood literacy methods course. Journal of Early Childhood Teacher Education, 33(1), 3-18. Lazar, A. M. (2007). 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Book talks in special education methods courses: Using literature to influence, inspire, and prepare teacher candidates. Teacher Education and Special Education, 33(2), 143-154. doi:10.1177/0888406409360013 Marri, A. R., Perin, D., Crocco, M. S., Riccio, J. F., Rivet, A., & Chase, B. J. (2011). Content-driven literacy: One approach to urban secondary teacher education. The New Educator, 7(4), 325-351. Massey, D. (2003). Preservice teachers as tutors: Influences on tutoring on whole-class literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 52nd yearbook of the National Reading Conference (pp. 259-271). Oak Creek, WI: National Reading Conference. Massey, D. (2002). Personal journeys: Teaching teachers to teach literacy. Reading Research and Instruction, 41(2), 103-125. http://dx.doi.org/10.1080/19388070209558361 Mayor, S. (2005). Preservice Teachers' Developing Perspectives On Assessment And Remediation Of Struggling Readers. 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