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7SIU Topic: Sociocultural Influences and Understandings

Articles

  • Apol, L., Sakuma, A., Reynolds, T. M., & Rop, S. K. (2002). “When Can We Make Paper Cranes?”: Examining Pre-Service Teachers’ Resistance to Critical Readings of Historical Fiction. Journal of Literacy Research, 34(4), 429–464. https://doi.org/10.1207/s15548430jlr3404_3
  • 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. & 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.
  • Bacon, C. (2017). Dichotomies, dialects, and deficits; Confronting the "Standard English" myth in literacy and teacher education. Literacy Research: Theory, Method and Practice, Vol. 66, 341-357. 
  • Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
  • Brindley, R., & Laframboise, K. L. (2002). The need to do more: Promoting multiple perspectives in preservice teacher education through children's literature. Teaching and Teacher Education, 18(4), 405-420.
  • 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). Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators. Teaching and Teacher Education, 23(6), 898-915. http://dx.doi.org/10.1016/j.tate.2006.02.002
  • Camicia, S. P., & Read, S. (2011). Engaging public issues through dialogue journals: Pre-service teachers and elementary students read and respond. Social Studies Research and Practice, 6(1), 21-34.
  • Cho, H. (2014). Enacting critical literacy: The case of a language minority preservice teacher. Curriculum Inquiry, 44(5), 677-699.
  • Clark, C., & Medina, C. (2000). How reading and writing literacy narratives affect preservice teachers' understandings of literacy, pedagogy and multiculturalism. Journal of Teacher Education, 51(1), 63-76. 
  • 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. 
  • Colby, S. A., & Lyon, A. F. (2004). Heightening awareness about the importance of using multicultural literature. Multicultural Education, 11(3), 24-28.
  • Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. Curriculum Inquiry, 37(2), 103–122. https://doi.org/10.1111/j.1467-873X.2007.00375.x
  • Cumming-Potvin, W. (2009). Social justice, pedagogy and multiliteracies: Developing communities of practice for teacher education. Australian Journal of Teacher Education, 34(3).http://dx.doi.org/10.14221/ajte.2009v34n3.4
  • Curran, J. E., & Chern, C. L. (2017). Pre-service English teachers' attitudes towards English as a lingua franca. Teaching and Teacher Education, 66, 137-146.
  • Dávila, D. (2015). # WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature. Research in the Teaching of English, 50(1), 60.
  • Davila, D. (2011). "White People Don't Work at McDonald's" and Other Shadow Stories from the Field: Analyzing Preservice Teachers' Use of Obama's Race Speech to Teach for Social Justice. English Education, 44(1), 13-50.
  • 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.
  • Dharamishi, P. (2018). Seeing the everyday through new lenses: Pedagogies and practices of literacy educators with a critical stance. Teacher Education Quarterly,Winter, 7-29.
  • Dixon, K., & Janks, H. (2018). "My fish died and I flushed him down the toilet”: Children disrupt preservice teachers’ understandings of “appropriate” picture books for young children. Literacy Research: Theory, Method, and Practice, 67, 343-359.
  • Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47(2), 55-75.
  • Doorn, K. & Schumm, J.S. (2013). Attitudes of Pre-Service Teachers Regarding Linguistic Diversity in the General Education Classroom.  Journal of Reading Education, 38 (3), 28-37.
  • Dávila, D., & Barnes, M. E. (2017). Beyond censorship: politics, teens, and ELA teacher candidates. English Teaching: Practice & Critique, 16(3), 303–318. https://doi.org/10.1108/ETPC-05-2017-0082
  • Ellis, S., & Smith, V. (2017). Assessment, teacher education and the emergence of professional expertise. Literacy, 51(2), 84-93. https://doi-org.ezproxy.lib.utexas.edu/10.1111/lit.12115
  • 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.
  • Exley, B., Woods, A., Lunn, J., Walker, S., & Whiteford, C. M. (2014). Reconciling dilemmas of social justice in literacy Lessons: A case study of preservice primary teachers. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.11
  • 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.
  • Glenn, W. (2015). Understanding unfamiliar literary aesthetics: White preservice teachers examine race through story. Action in Teacher Education, 37 (1), 23-44. http://dx.doi.org/10.1080/01626620.2014.969852
  • Godley, A. J., Reaser, J., & Moore, K. G. (2015). Pre-service English Language Arts teachers' development of critical language awareness for teaching. Linguistics and Education, 32, 41-54. http://dx.doi.org/10.1016/j.linged.2015.03.015
  • 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.
  • Groenke, S. L. (2008). Missed opportunities in cyberspace: Preparing preservice teachers to facilitate critical talk about literature through computer-mediated communication. Journal of Adolescent & Adult Literacy, 52(3), 224–233. 
  • 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. (2010). No longer on the margins: Researching the hybrid literate identities of Black and Latina preservice teachers. Research in the Teaching of English, 97-123.
  • 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. (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.
  • Hallman, H. L. (2012). 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.
  • 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
  • Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
  • 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.
  • Hsieh, B. (2017). Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom. English Teaching: Practice & Critique, 16(3), 290–302. https://doi.org/10.1108/ETPC-05-2017-0086
  • Johnson, J. (2012). "A Rainforest in Front of a Bulldozer": The Literacy Practices of Teacher Candidates Committed to Social Justice. English Education, 44(2), 147-179. 
  • 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
  • Knotts, M. (2016). I feel like a hypocrite: a beginning teacher’s disconnect between beliefs and practice. English Teaching: Practice & Critique, 15(2), 221–235. https://doi.org/10.1108/ETPC-02-2016-0029 
  • 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.
  • Latham, G., & Faulkner, J. (2013). Teachers of reading: Where new narratives in the virtual inform practice. Australian Journal of Language and Literacy, The, 36(1), 56.
  • Lazar, A. M. (2018). Creating teachers of promise: Growth toward equity-mindedness in a landscape of practice. Teaching and Teacher Education, 71, 308-318.
  • 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. 
  • Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., ... & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Literacy Research and Instruction, 52, 1-27. doi: 10.1080/19388071.2012.738778
  • Lenski, S.D. Reflections on being biliterate: Lessons from paraprofessionals, (2007). Action in Teacher Education, 28 (4), 104-113. http://dx.doi.org/10.1080/01626620.2007.10463433
  • 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.
  • Mahalingappa, L., Hughes, E. M., & Polat, N. (2017). Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education, 1-20. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
  • Mallette, M. H., Readence, J. E., McKinney, M., & Smith, M. M. (2000). A critical analysis of two preservice teachers' knowledge of struggling readers: Raced, classed, and gendered? Literacy Research and Instruction, 39(3), 222-234.
  • Mathis, J. B. (2000). Preservice teachers explore culturally responsive instruction: Affirmation and resistance. Literacy at a new horizon, 226-239.
  • McNair, J. C. (2003). But The Five Chinese Brothers is one of my favorite books!": Conducting sociopolitical critiques of children's literature with preservice teachers. Journal of Children’s Literature, 29(1), 46-54.
  • Medina, C. L., & del Rocío Costa, M. (2010). Collaborative voices exploring culturally and socially responsive literacies. Language Arts, 87(4), 263-276.
  • Mendelowitz, B. (2017). Conceptualising and enacting the critical imagination through a critical writing pedagogy. English Teaching: Practice & Critique, 16(2), 178–193. https://doi.org/10.1108/ETPC-08-2016-0102
  • Mendoza, A. (2018). Preparing Preservice Educators to Teach Critical, Place‐Based Literacies. Journal of Adolescent & Adult Literacy, 61(4), 413-420.
  • Merino, B. J., & Holmes. (2006). Student teacher inquiry as an "entry point" for advocacy. Teacher Education Quarterly, 33(3), 79-96. 
  • Miller, L. (2009). Preservice Teacher Candidates' Perceptions of Programmatic Contributions to their Developing Understandings of Diversity: Teaching for Change.  Journal of Reading Education, 34 (2), 25-33.
  • Miller, S. J. (2014).  Cultivating a disposition for sociospatial justice in English teacher preparation.  Teacher Education and Practice, 27 (1), 44-74.
  • Mitchell, K., Homza, A., & Ngo, S. (2012). Reading aloud with bilingual learners: A fieldwork project and its impact on mainstream teacher candidates. Action in Teacher Education, 34(3), 276-294. http://dx.doi.org/10.1080/016266202012.694020
  • 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.
  • Mosley, M. (2010). Becoming a literacy teacher: Approximations in critical literacy teaching. Teaching Education, 21(4), 403–426. http://doi.org/10.1080/10476210.2010.514900
  • Mosley, M., & Rogers, R. (2011). Inhabiting the “tragic gap”: Pre-service teachers practicing racial literacy. Teaching Education, 22(3), 303–324. http://doi.org/10.1080/10476210.2010.518704
  • Mosley Wetzel, M., & Rogers, R. (2015). Constructing racial literacy through critical language awareness: A case study of a beginning literacy teacher. Linguistics and Education, 32, 27-40. http://dx.doi.org/10.1016/j.linged.2015.03.014
  • Murillo, L. A. (2010). Local literacies as counter-hegemonic practices: Deconstructing anti-Spanish ideologies in the Rio Grande Valley. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.),  59th yearbook of the National Reading Conference (pp. 276-287). Oak Creek: WI: National Reading Conference.
  • Myers, J., & Eberfors, F. (2010). Globalizing English through intercultural critical literacy. English education, 42(2), 148-170.
  • 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.
  • Noel, K. (2000) ‘Experiencing the Theory': Constructivism in a pre-service teacher preparation program, Teachers and Teaching: Theory and Practice, 6(2), 183-196.
  • 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
  • Papola-Ellis, A. (2016). “It’s just too sad!”: Teacher candidates’ emotional resistance to picture books. Reading Horizons, 55 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol55/iss2/2
  • Pappamihiel, N. E., Ousley-Exum, D., & Ritzhaupt, A. (2017). The impact of digital stories on preservice teacher beliefs about English language learners. Teaching and Teacher Education, 67, 171-178.
  • 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.
  • Patrick, K. F., Macqueen, S., & Reynolds, R. (2014). Pre-service teacher perspectives on the importance of global education: World and classroom views. Teachers and Teaching: Theory and Practice, 20(4), 470-482.
  • Pytash, K. E. (2013). Using YA Literature to Help Preservice Teachers Deal With Bullying and Suicide. Journal of Adolescent & Adult Literacy, 56(6), 470–479.
  • Riley, K., & Crawford-Garrett, K. (2016). Critical texts in literacy teacher education: Living inquiries into racial justice and immigration. Language Arts, 94(2), 94.
  • Rogers, R., Mosley Wetzel, M., & O’Daniels, K. (2016). Learning to teach, learning to act: becoming a critical literacy teacher. Pedagogies: An International Journal, 11(4), 292-310.
  • Rogers, R. & Mosley, M. (2008). A critical discourse analysis of racial literacy in teacher education. Linguistics and Education, 19, 107-131. 
  • Rosaen, C. (2003). Preparing teachers for diverse classrooms: Creating public and private spaces to explore culture through poetry writing. The Teachers College Record, 105(8), 1437-1485.
  • Rymes, B. (2002). Language in Development in the United States: Supervising Adult ESOL Preservice Teachers in an Immigrant Community. TESOL Quarterly, 36(3), 431. https://doi.org/10.2307/3588420
  • Saul, W., & Wallace, K. (2002). Centering the margins: White preservice teachers' responses to Roll of Thunder. Teaching Education, 13(1), 41-53.
  • Saunders, J. M. (2012). Intersecting realities: A novice's attempts to use critical literacy to access her students' figured worlds. Multicultural Education, 19(2), 18-23.
  • Scherff, L. (2012). “This Project Has Personally Affected Me”: Developing a Critical Stance in Preservice English Teachers. Journal of Literacy Research (44); 200-236.
  • Schieble, M. (2011). 'A case for interruption in the virtual English classroom with the graphic novel American Born Chinese. Australian Journal of Language and Literacy, The, 34(2), 202.
  • Shelton, N. R., & McDermott, M. (2010). Using literature and drama to understand social justice. Teacher Development, 14(1), 123-135. doi:10.1080/13664531003696683
  • Simon, R. (2015). "I'm fighting my fight, and I'm not alone anymore": The influence of communities of inquiry. English Education, 48(1), 41-71.
  • Skerrett, A., Pruitt, A. A., & Warrington, A. S. (2015). Racial and related forms of specialist knowledge on English education blogs. English Education, 47(4), 314.
  • Skerrett, A., Warrington, A.S., Adonyi Pruitt, A. (2014). Tools and Processes for Building Racial Knowledge on Teacher Education Blogs. In P. J. Dunston & S. K. Fullerton (Eds.) 63rd Yearbook of the Literacy Research Association (pp. 191-202). Oak Creek, WI: Literacy Research Association.
  • Skerrett, A. (2010). Teaching critical literacy for social justice. Action in Teacher Education, 31(4), 54-65. http://dx.doi.org/10.1080/01626620.2010.10463535
  • Souto-Manning, M. & Price-Dennis, D. (2012).  Critically redefining and repositioning media texts in early childhood teacher education: What if? and Why? Journal of Early Childhood Teacher Education, 33(4), 304-321.
  • Staley, S., & Leonardi, B. (2016). Leaning In to Discomfort: Preparing Literacy Teachers for Gender and Sexual Diversity. Research in the Teaching of English, 51(2), 209.
  • Strong-Wilson, T., Johnston, I., Wiltse, L., Burke, A., Phipps, H., & Gonzalez, I. (2014). Reverberating chords: Implications of storied nostalgia for borderland discourses in pre-service teacher identity. Teachers and Teaching: Theory and Practice, 20(4), 394-409.
  • 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.
  • Sugimoto, A. T., Carter, K., & Stoehr, K. J. (2017). Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners. Teaching and Teacher Education, 67, 179-188.
  • 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.
  • Ticknor, A. (2015).  Preserving social justice identities: Learning from one pre-service literacy teacher.  Reading Horizons, 53(4), 1-23.
  • 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.
  • Vetter, A., Schieble, M. & Meacham, M. (2018). Critical conversations in English education: Discursive strategies for examining how teacher and student identities shape classroom discourse. English Education, 50(3), 255-282.
  • Voelker, A. N. (2013). Tomorrow's Teachers Engaging in Unprotected Text. Journal of Children's Literature, 39(2), 23.
  • Wall, D. J., & Hurie, A. H. (2017). Post-observation conferences with bilingual pre-service teachers: revoicing and rehearsing. Language and Education, 31(6), 543-560. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
  • 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.
  • Wiseman, A.M. (2014). Documenting literacy in the community: Preservice teachers' engagement & learning with students outside of school. Multicultural Education. 21(5), 51-55.
  • 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.
  • Wolfe, P. (2010). Preservice teachers planning for critical literacy teaching. English Education, 42(4), 368-390.
  • Xu, S. H. (2000). Preservice teachers in a literacy methods course consider issues of diversity. Journal of Literacy Research, 32(4), 505-531.
  • Xu, H. (2000). Preservice teachers integrate understandings of diversity into literacy instruction: An adaptation of the ABC’s model. Journal of Teacher Education, 51(2), 135-142. 
  • Yazan, B. (2017). “It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework. Linguistics and Education, 40, 38-49. https://doi.org/10.1016/j.linged.2017.06.002
  • de Courcey, M.  (2007).  Disrupting preconceptions: Challenges to preservice teacher's beliefs about ESL children.  Journal of Multilingual and Multicultural Development, 28(3), 188-203.  http://dx.doi.org/10.2167/jmmd454.0 

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