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Teachers and Teaching
theory and practice
Volume 17, 2011 - Issue 3
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Articles

Situated performances in a graduate teacher education course: an inquiry into the impact of Cultural and Political Vignettes (CPVs)

Jacqueline Darvin Department of Secondary Education and Youth Services, Queens College, City University of New York, New York, USACorrespondence[email protected]
Pages 345-364 | Received 15 Oct 2009, Accepted 01 Sep 2010, Published online: 21 Mar 2011

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Read on this site (3)

Terri Bourke, Mary Ryan, Leonie Rowan, Joanne Lunn Brownlee, Susan Walker & Lyra L’Estrange. (2023) Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?. Asia-Pacific Journal of Teacher Education 51:1, pages 28-44.
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Stephanie Burrell Storms. (2014) Using Social Justice Vignettes to Prepare Students for Social Action Engagement. Multicultural Perspectives 16:1, pages 43-49.
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Stephanie Burrell Storms. (2012) Preparing Students for Social Action in a Social Justice Education Course: What Works?. Equity & Excellence in Education 45:4, pages 547-560.
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Articles from other publishers (4)

Jacqueline Darvin. (2018) Becoming a more culturally responsive teacher by identifying and reducing microaggressions in classrooms and school communities. Journal for Multicultural Education 12:1, pages 2-9.
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Jacqueline Darvin. 2017. Addressing Diversity in Literacy Instruction. Addressing Diversity in Literacy Instruction 115 133 .
J Shepherd, S Dewhirst, K Pickett, J Byrne, V Speller, M Grace, P Almond, D Hartwell & P Roderick. (2013) Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review. Public Health Research 1:2, pages 1-188.
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Robyn Brandenburg & Jacqueline Z. WilsonSharon McDonough. 2013. Pedagogies for the Future. Pedagogies for the Future 61 72 .

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