Going Against the Grain in an Urban Arizona High School: Secondary Preservice Teachers Emerging as Culturally Responsive Educators

被引：2

作者：

Ramirez, Pablo ^{[1
]}

Jimenez-Silva, Margarita ^{[1
]}

Boozer, April ^{[1
]}

Clark, Ben ^{[1
]}

机构：

[1] Arizona State Univ, Tempe, AZ 85287 USA

来源：

MULTICULTURAL PERSPECTIVES | 2016年 / 18卷 / 01期

关键词：

D O I：

10.1080/15210960.2016.1127076

中图分类号：

C91 [社会学];

学科分类号：

030301 ; 1204 ;

摘要：

This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact Culturally Responsive Teaching in a year-long student teaching residency. Factors that influenced their Culturally Responsive Teaching practices are discussed along themes that emerged from interviews and classroom observations. Recommendations for ways of integrating Culturally Responsive Teaching in teacher education programs are provided.

引用

页码：20 / 28

页数：9

共 8 条

[1] PRESERVICE TEACHERS? EXPERIENCES ON BECOMING CULTURALLY RESPONSIVE EDUCATORS: AN ACTION RESEARCH CASE STUDY
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[J]. JOURNAL ON EFFICIENCY AND RESPONSIBILITY IN EDUCATION AND SCIENCE, 2023, 16 (01) : 12 - 25
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[4] How Secondary Mathematics Preservice Teachers Grapple with Enacting Culturally Responsive Practices at Placement Sites
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[J]. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 2021, 19 (05) : 997 - 1013
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[6] Graph Interpretation Ability and Perception of High School Students and Preservice Secondary Teachers in Earth Science
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[7] The Effects of Culturally Responsive Mentoring on the High School to College Matriculation of Urban African American Males
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[J]. SPECTRUM, 2012, 1 (01): : 79 - 93
[8] "DUDE UR GUNNA BE A GREAT TEACHER YO": Cultivating Diverse Englishes Through Chatroom Discussions Between Preservice Teachers and Urban High School Youth
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[J]. READING & WRITING QUARTERLY, 2018, 34 (04) : 291 - 305

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