Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model

Hong, Xu

doi:10.1177/002248710005100207

Cited by 33 publications

(18 citation statements)

References 14 publications

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“…Emerging from studies of literacy education programs that prepare teachers for high-poverty communities are recommendations that preservice teachers be made aware of issues of power and inequality in schooling practices (Cochran-Smith, 2004); literacy and language practices within particular cultural communities (Ball, 2000;Thompson-McMillon & Edwards, 2005;Turner, 2005); access to print and nonprint literacies and technology (Xu, 2001); self and others' culture through personal interviews (Schmidt, 2001;Xu, 2000aXu, , 2000b; teaching contexts that influence particular students' literacy learning (Broaddus, 2000); the sociology of high-poverty communities (Lazar, 2004;Lenski, Crumpler, Stallworth, & Crawford, 2005); and habits of critical inquiry among preservice teachers, cooperating teachers, and university faculty (Fecho, 2000).…”

Section: Current Research On Literacy Education Programsmentioning

confidence: 99%

It's Not Just about Teaching Kids to Read: Helping Preservice Teachers Acquire a Mindset for Teaching Children in Urban Communities

Lazar¹

2007

Journal of Literacy Research

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This study looks at preservice teachers' attitudes toward children and teaching in an urban high-poverty community in relation to their involvement in two different literacy education experiences: one literacy course sequence addressed issues of cultural diversity with respect to this community, and the other did not explicitly address these issues. The study specifically examines preservice teachers' (a) attitudes toward children's literacy potential, (b) confidence in teaching children to read, and (c) interest in teaching in urban schools. The diversity-oriented literacy experience, combined with highly satisfying field placements, positively affected preservice teacher's confidence and interest in teaching children in this community. Further, these preservice teachers tended to recognize children's literacy potential, while those who took the more typical literacy courses tended to doubt these children's literacy abilities. They also exited the diversity-oriented literacy courses with an enriched sense of children's culture and home language, although their awareness of literacy as culturally situated practice remained superficial. Analysis of preservice teachers' cultural autobiographies provided evidence that they acquired many new understandings about race, class, culture, literacy, children, and teaching in the first literacy course. Based on these findings, recommendations are made for reforming preservice teacher curricula and forming stronger alliances with schools in high-poverty communities.Correspondence should be addressed to Dr. Althier Lazar, Department of Education, Saint Joseph's University, 5600 City Line Avenue, Philadelphia, PA 19131. E-mail: alazar@sju.edu 411 412 LAZARWhat happens in classrooms is first and foremost about the personal and collective connections that exist among the individuals who inhabit those spaces. Consequently, teachers' beliefs and values, how these are communicated to students through teaching practices and behaviors, and their impact on the lives of students-these are the factors that make teaching so consequential in the lives of many people (Nieto, 1999, p. 130).

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Section: Current Research On Literacy Education Programsmentioning

confidence: 99%

It's Not Just about Teaching Kids to Read: Helping Preservice Teachers Acquire a Mindset for Teaching Children in Urban Communities

Lazar¹

2007

Journal of Literacy Research

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“…In many cases, the author is the instructor of the course. Teaching strategies that have been examined include using autobiography (C. Clark & Medina, 2000;Florio-Ruane, 1994;Xu, 2000), engaging students in a mail cultural exchange with others in very different cultural contexts (Fuller & Ahler, 1987), using a simulation of unequal opportunity (Frykholm, 1997), teaching about White privilege (Lawrence, 1997;Lawrence & Bunche, 1996), and engaging students in debate (Marshall, 1998). All of these teaching strategies seem to raise students' awareness about race, culture, and discrimination.…”

Section: Stand-alone Multicultural Education Coursesmentioning

confidence: 99%

Preparing Teachers for Culturally Diverse Schools

Sleeter

2001

Journal of Teacher Education

1,242

230

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This article reviews data-based research studies on preservice teacher preparation for multicultural schools, particularly schools that serve historically underserved communities. In this article, the author reviews 80 studies of effects of various preservice teacher education strategies, including recruiting and selecting students, cross-cultural immersion experiences, multicultural education coursework, and program restructuring. Although there is a large quantity of research, very little of it actually examines which strategies prepare strong teachers. Most of the research focuses on addressing the attitudes and lack of knowledge of White preservice students. This review argues that although this is a very important problem that does need to be addressed, it is not the same as figuring out how to populate the teaching profession with excellent multicultural and culturally responsive teachers.

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“…Much of the research on single multicultural education courses discusses whether and how they change the ways in which White preservice students think about culturally diverse youth (Ahlquist, 1991;Bennett, Niggle, & Stage, 1990;Lawrence, 1997;Martin & Koppelman, 1991;Milner, 2006;Xu, 2000). We know very little about the impact these courses may have on preservice students' of color dispositions 2 for urban teaching (Cruz-Janzen & Taylor, 2004).…”

mentioning

confidence: 99%

“The Hardest Thing to Turn From”: The Effects of Service-Learning on Preparing Urban Educators

Andrews

2009

Equity & Excellence in Education

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Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model

Cited by 33 publications

References 14 publications

It's Not Just about Teaching Kids to Read: Helping Preservice Teachers Acquire a Mindset for Teaching Children in Urban Communities

It's Not Just about Teaching Kids to Read: Helping Preservice Teachers Acquire a Mindset for Teaching Children in Urban Communities

Preparing Teachers for Culturally Diverse Schools

“The Hardest Thing to Turn From”: The Effects of Service-Learning on Preparing Urban Educators

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