The Dilemma of Race: Learning to be Color Blind and Color Conscious

Valli, Linda

doi:10.1177/0022487195046002006

Cited by 65 publications

(43 citation statements)

References 7 publications

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“…For example, many white pre-service teachers bring little crosscultural experience and knowledge to teacher preparation (Smith et al 1997;Valli 1995), and many lack confidence, even after structured learning, in their ability to teach for diversity (Barry and Lechner 1995;Pan and Sablan 1998). Furthermore, there is a scarcity of research that has actually examined the effectiveness of particular approaches and strategies in this area.…”

Section: Teaching For Diversity and Teacher Preparationmentioning

confidence: 99%

Investigating Pre-service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction

Goodnough

2009

Res Sci Educ

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In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers' developing conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy to explore students' perceptions of DI in the context of science teaching and learning. Several data collection methods and sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal writing. Outcomes report on students' perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.

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Section: Teaching For Diversity and Teacher Preparationmentioning

confidence: 99%

Investigating Pre-service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction

Goodnough

2009

Res Sci Educ

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“…Adding to this, they bring little to no cross-cultural background, knowledge, or experience. Therefore, education around issues of cultural competence is complicated (Barry & Lechner, 1995;Gilbert, 1995;McIntyre, 1997;Valli, 1995).…”

Section: Preparing Culturally Competent Educatorsmentioning

confidence: 99%

Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence

Ross

2008

IJME

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The purpose of this article is to present the self-study of a teacher educator who is concerned about cultural competence, socio-political consciousness, social justice, and peace in her preparation of teacher candidates. She recounts her experiences at the European Peace Institute (EPU) in Stadtschlaining, Austria, and how experiences with these students impact her perspective on teacher education in the United States. Sharing the voices from students at EPU provides a means of consciousness-raising for the teacher educator. She provides examples of ways to bring a more culturally competent and socio-political awareness to teacher education programs in the United States.

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“…Another mentor, Maria, expressed a seemingly Ôcolor-blindÕ philosophy (Groulx, 2001;Valli, 1995) but did attribute differences between urban and suburban students to their home environments:…”

Section: The Urban Reviewmentioning

confidence: 99%

“…Clearly there is a need for teacher education programs to develop and support new teachers who plan to teach 520 THE URBAN REVIEW in urban schools (Gilbert, 1997;Irvine, 2003;Kea & Bacon, 1999;Rushton, 2000Rushton, , 2004. For a variety of reasons, including the fact that the backgrounds of education students (who are predominantly White) are often incongruent with those of the urban students (who are predominantly of color) they are planning to teach (Bell, 2002;Kea & Bacon, 1999;Valli, 1995), there is a ''prevalence of low teacher expectations for ethnic minorities and inner-city students'' (Groulx, 2001, p. 61). Teacher education candidates may ''make false assumptions about the quality of [urban] schools and of their students and families'' (Breitborde, 2002, p.36).…”

Section: Introductionmentioning

confidence: 99%

“…tions of urban students, schools, and learning have already been pre-formed before entering an urban classroom (Bell, 2002;Breitborde, 2002;Valli, 1995). Some have promoted extensive clinical experience for teacher candidates (Brindley & Emminger, 2000;Calderhead, 1988;Leland & Harste, 2005;Rushton, 2000), arguing also for informal ÔexposureÕ to these environments, outside of the formalized student teaching experience, to ensure that candidates begin to understand more deeply issues related to teaching in urban environments (Breitborde, 2002;Groulx, 2001).…”

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confidence: 99%

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Preservice Teachers’ Perceptions of Mathematics Education in Urban Schools

Walker

2007

Urban Rev

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This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and experiences with students in an urban high school. The preservice teacher education students participated as mentors to a group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the mentors had varied perceptions of tutoring program participantsÕ motivation, interest, and knowledge of mathematics. Mentors held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.

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The Dilemma of Race: Learning to be Color Blind and Color Conscious

Cited by 65 publications

References 7 publications

Investigating Pre-service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction

Investigating Pre-service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction

Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence

Preservice Teachers’ Perceptions of Mathematics Education in Urban Schools

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