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Informationen zum Autor 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. Klappentext Studying Diversity in Teacher Education is a collaborative effort by experts seeking to elucidate one of the most important issues facing education today. The contributors address historically persistent issues such as understanding how to teach diversity, while also providing research and case studies on how the issues are being resolved. Concluding the volume with an agenda for future research, Studying Diversity in Teacher Education is a necessary resource for all educators. Inhaltsverzeichnis ForewordLinda-Darling-HammondIntroduction & OverviewCynthia A. TysonArnetha F. BallSECTION I. HISTORICAL CONTEXT AND PERSISTING CHALLENGES: PREPARING TEACHERS FOR DIVERSITYChapter 1: Diversity & Teacher Education: A Historical Perspective on Research & PolicyCarl Grant and Melissa GibsonChapter 2: Creating Interdisciplinary Multicultural Teacher Education: Courageous Leadership is CrucialValerie Ooka Pang and Cynthia D. ParkChapter 3: Researching Successful Efforts in Teacher Education to Diversify TeachersChristine E. Slater and H. Richard Milner IVChapter 4: The Meaning of Culture in Learning to Teach: The Power of Socialization and Identity FormationEtta R. HollinsSECTION II. CURRENT TRENDS AND INNOVATIONS IN RESEARCH ON DIVERSITY: IMPLICATIONS FOR TEACHER EDUCATIONA. CENTERING RESEARCH ON DIVERSE POPULATIONS IN TEACHER EDUCATIONChapter 5: Teacher Education, Struggles for Social Justice, and The Historic Erasure of Lesbian, Gay, Bisexual, Transgender, and Queer LivesTherese Quinn and Erica R. MeinersChapter 6: Crossing Boundaries, Studying Diversity: Lessons from Preservice Teachers and Urban YouthValerie KinlochChapter 7: Power in Community Building: Learning from Indigenous Youth How to Strengthen Adult-Youth Relationships in School SettingsPatricia D. QuijadaCerecerChapter 8: "Something to brag about": Black males, literacy, and diversity in teacher educationDavid E. KirklandChapter 9: Preparing Teacher Education Candidates to Work with Students with Disabilities and Gifts and TalentsMichelle Trotman Scott and Donna Y. FordChapter 10: Researching Speakers of Non-Dominant Languages: Tapping into Perceived Barriers to Promote Teaching and Learning in a Diverse South AfricaMandie Uys, Maryna Reyneke, and Kotie KaiserB. FRAMEWORKS, PERSPECTIVES AND PARADIGMS IN RESEARCH ON DIVERSITY: IMPLICATIONS FOR RESEARCH IN TEACHER EDUCATIONChapter 11: A Critical Race Theory Analysis of Past and Present Institutional Processes and Policies in Teacher EducationThandeka K. ChapmanChapter 12: "I am large, I contain multitudes": Teacher Identity As Useful Frame For Research, Practice, and Diversity in EducationBrad OlsenChapter 13: Shifting the Paradigm to Socio-Culturally Responsive Education: Teaching Native Youth, Teaching About Native PeoplesTiffany S. LeeChapter 14: Worthy Witnessing: Collaborative Research in Urban ClassroomsMaisha T. WinnChapter 15: The Principal Facts: New Directions for Teacher EducationJeffry M. R. Duncan-AndradeSECTION III. FUTURE TRENDS AND DIRECTIONS: AN AGENDA FOR THE WORK THAT STILL NEEDS TO BE DONEChapter 16: What We Know and What We Need To Know About Research in a Changing WorldKenneth ZeichnerChapter 17: Teacher Education for Diversity: Policy and PoliticsMarilyn Cochran-Smith and Kim FriesChapter 18: Placing Equity Front and Center RevisitedSonia Nieto and Kathy McDonoughChapter 19: Asking the Righ...
