Learning to Teach Culturally Diverse Learners: Charting Change in Preservice Teachers' Thinking about Effective Teaching

1998 ◽  
Vol 98 (3) ◽  
pp. 189-220 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Karen McClafferty
Keyword(s):  
Preservice Teachers ◽  
Effective Teaching ◽  
Culturally Diverse ◽  
Diverse Learners ◽  
Learning To Teach ◽  
Culturally Diverse Learners

“What Do You Need a Course Like That for?” Conceptualizing Diverse Ruralities in Rural Teacher Education

2019 ◽  
Vol 71 (3) ◽  
pp. 332-344 ◽  
Author(s):  
Vanessa Anthony-Stevens ◽  
Stephanie Langford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Grounded Theory ◽  
Culturally Diverse ◽  
Diverse Learners ◽  
Diversity Course ◽  
Context Sensitive ◽  
Rural Teacher ◽  
Rural Context ◽  
Culturally Diverse Learners

This article examined preservice teachers discourse models of diversity in a rural context. We explored the perceptions of diversity among preservice teachers at a rural university as they were asked to problematize simplistic notions of rurality in a semester-long diversity course titled “Teaching Culturally Diverse Learners” in teacher education. Considering the complexities of preparing preservice teachers to address the needs of all students, we argue that preservice teachers must engage rurality as dynamic, rather than homogeneous, White, and nondiverse. Data from student coursework and post-course interviews were analyzed using grounded theory. Findings suggest that rural preservice teachers discourse models of diversity have the potential to shift from dominant to counter-hegemonic when given context-sensitive opportunities to unpack identity and diversity beyond Whiteness. Implications propose the development of pedagogies reflective of complex diverse ruralities offers critical opportunity to prepare future teachers to embrace equity across geographies in their future profession.

Creating Taxonomies to Improve School–Home Connections With Families of Culturally and Linguistically Diverse Learners

2010 ◽  
Vol 43 (6) ◽  
pp. 651-670 ◽  
Author(s):  
Caroline Teresa Linse
Keyword(s):  
Parent Involvement ◽  
Culturally Diverse ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Home Language ◽  
Culturally And Linguistically Diverse ◽  
School Practices ◽  
School Based ◽  
Culturally Diverse Learners ◽  
Linguistically Diverse Learners

Families of culturally and linguistically diverse pupils often do not participate fully in their children’s school-based education. The purpose of this article is to introduce taxonomies as a means to examine and improve school practices and levels of responsiveness to families whose home language is not English, so that families feel more comfortable connecting with their child’s school community. Taxonomies can provide a vital framework, and tool that schools can use to evaluate and improve the school–home contacts that take place. The taxonomies introduced in this article are based on a compilation of a variety of theoretical premises concerning parent involvement and the education of linguistically and culturally diverse learners.

Using the Universal Design for Learning Framework to Support Culturally Diverse Learners

2012 ◽  
Vol 192 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Meia Chita-Tegmark ◽  
Jenna W. Gravel ◽  
B. Serpa Maria De Lourdes ◽  
Yvonne Domings ◽  
David H. Rose
Keyword(s):  
Culturally Diverse ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Learning Framework ◽  
Design For Learning ◽  
Culturally Diverse Learners

Pathways to Teacher Learning in Multicultural Contexts

1998 ◽  
Vol 19 (2) ◽  
pp. 70-90 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Ramona M. Barreto ◽  
Luis Peña ◽  
Karen McClafferty
Keyword(s):  
Multicultural Education ◽  
Culturally Diverse ◽  
Concept Maps ◽  
Teacher Education Program ◽  
Diverse Learners ◽  
Longitudinal Case Study ◽  
Developmental Needs ◽  
Multiple Data ◽  
Before And After ◽  
Culturally Diverse Learners

This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. We traced changes in and relationships between these teachers' knowledge, beliefs, and interactive thinking about teaching culturally diverse learners. Multiple data collection strategies were used, including concept maps, in-depth interviews, surveys, and stimulated recall interviews. Data were collected before and after a multicultural education course in which the teachers were enrolled during their 1--year MEd and credential program. Data were also collected during their first and second years of inservice teaching. Results suggest that the relationship between teachers' knowledge, beliefs, and decision making is complicated and dynamic. Classroom and school contexts affected teachers' attempts to enact constructivist and social justice education principles. Moreover, prior beliefs as well as the teacher education program (TEP) and teachers' own developmental needs contributed to the ways in which these teachers learned to teach. The findings suggest that if we are to prepare teachers to teach culturally diverse learners, we must design TEPs that provide both resources and opportunities to master and appropriate the components of good teaching for diverse learners.

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