Rowman & Littlefield Publishers / American Educational Research Association
Pages: 448
•
Trim: 7 x 10 1/8
978-1-4422-0440-9 • Hardback • January 2011 • $144.00 • (£95.00)
978-1-4422-0441-6 • Paperback • January 2011 • $66.00 • (£44.95)
978-1-4422-0442-3 • eBook • January 2011 • $62.50 • (£42.95)
Arnetha F. Ball, Ph.D. is a Stanford University education professor and president of the American Educational Research Association (AERA). She is also the Visiting Barbara A. Sizemore Distinguished Professor of Urban Education at Duquesne University.
Cynthia A. Tyson, Ph. D. is professor in the School of Teaching and Learning at The Ohio State University. Her research and scholarship interests include: teaching for social justice, early childhood social studies, and multicultural children's literature.
Foreword
Linda-Darling-Hammond
Introduction & Overview
Cynthia A. Tyson
Arnetha F. Ball
SECTION I. HISTORICAL CONTEXT AND PERSISTING CHALLENGES: PREPARING TEACHERS FOR DIVERSITY
Chapter 1: Diversity & Teacher Education: A Historical Perspective on Research & Policy
Carl Grant and Melissa Gibson
Chapter 2: Creating Interdisciplinary Multicultural Teacher Education: Courageous Leadership is Crucial
Valerie Ooka Pang and Cynthia D. Park
Chapter 3: Researching Successful Efforts in Teacher Education to Diversify Teachers
Christine E. Slater and H. Richard Milner IV
Chapter 4: The Meaning of Culture in Learning to Teach: The Power of Socialization and Identity Formation
Etta R. Hollins
SECTION II. CURRENT TRENDS AND INNOVATIONS IN RESEARCH ON DIVERSITY: IMPLICATIONS FOR TEACHER EDUCATION
A. CENTERING RESEARCH ON DIVERSE POPULATIONS IN TEACHER EDUCATION
Chapter 5: Teacher Education, Struggles for Social Justice, and The Historic Erasure of Lesbian, Gay, Bisexual, Transgender, and Queer Lives
Therese Quinn and Erica R. Meiners
Chapter 6: Crossing Boundaries, Studying Diversity: Lessons from Preservice Teachers and Urban Youth
Valerie Kinloch
Chapter 7: Power in Community Building: Learning from Indigenous Youth How to Strengthen Adult-Youth Relationships in School Settings
Patricia D. QuijadaCerecer
Chapter 8: "Something to brag about": Black males, literacy, and diversity in teacher education
David E. Kirkland
Chapter 9: Preparing Teacher Education Candidates to Work with Students with Disabilities and Gifts and Talents
Michelle Trotman Scott and Donna Y. Ford
Chapter 10: Researching Speakers of Non-Dominant Languages: Tapping into Perceived Barriers to Promote Teaching and Learning in a Diverse South Africa
Mandie Uys, Maryna Reyneke, and Kotie Kaiser
B. FRAMEWORKS, PERSPECTIVES AND PARADIGMS IN RESEARCH ON DIVERSITY: IMPLICATIONS FOR RESEARCH IN TEACHER EDUCATION
Chapter 11: A Critical Race Theory Analysis of Past and Present Institutional Processes and Policies in Teacher Education
Thandeka K. Chapman
Chapter 12: "I am large, I contain multitudes": Teacher Identity As Useful Frame For Research, Practice, and Diversity in Education
Brad Olsen
Chapter 13: Shifting the Paradigm to Socio-Culturally Responsive Education: Teaching Native Youth, Teaching About Native Peoples
Tiffany S. Lee
Chapter 14: Worthy Witnessing: Collaborative Research in Urban Classrooms
Maisha T. Winn
Chapter 15: The Principal Facts: New Directions for Teacher Education
Jeffry M. R. Duncan-Andrade
SECTION III. FUTURE TRENDS AND DIRECTIONS: AN AGENDA FOR THE WORK THAT STILL NEEDS TO BE DONE
Chapter 16: What We Know and What We Need To Know About Research in a Changing World
Kenneth Zeichner
Chapter 17: Teacher Education for Diversity: Policy and Politics
Marilyn Cochran-Smith and Kim Fries
Chapter 18: Placing Equity Front and Center Revisited
Sonia Nieto and Kathy McDonough
Chapter 19: Asking the Right Questions: A Research Agenda for Researching Diversity in Teacher Education
Gloria Ladson-Billings
Chapter 20: Preparing Teachers for Diversity in the 21st Century
Arnetha F. Ball and Cynthia A. Tyson
The myriad, rich, and incisive perspectives in this needed and timely book will help colleges and universities reform teacher education programs and make them culturally responsive and effective for students from diverse racial, ethnic, cultural, and linguistic groups.
— James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and Founding Director, Center for Multicultural Education, Universi
From the Foreword: Readers will find this volume a treasure trove of perspectives, answers, and provocations that should stimulate further the essential discussions we must have to create schools that can someday provide all children?and teachers?withthe right to learn what they need and deserve....
— Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
The rapidly shifting demographics in the U.S. and other countries provide a crucial educational challenge: how teachers can turn student diversity into an asset for schooling. Through a series of chapters by top scholars in the field, this volume powerfully establishes the ways teachers come to think about differences, structures, and possibilities for pedagogical actions that provide students with meaningful opportunities for learning and that facilitate students' greater investment in schooling. This book is indeed a valuable contribution to a vitally important field of study.
— Luis C. Moll, Professor, College of Education, University of Arizona
From the Foreword:Readers will find this volume a treasure trove of perspectives, answers, and provocations that should stimulate further the essential discussions we must have to create schools that can someday provide all children—and teachers—with the right to learn what they need and deserve.
— Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
—Co-published with AERA
—A comprehensive, yet concise, collection of essays and current research by top experts in the field
—A thorough delineation of the historically, unresolved issues facing diversity in teacher education
—Presentation of how current research is being conducted and implemented