References
- Anastasiou, D., & Kauffman, J. M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), 367–384. https://doi.org/10.1177/001440291107700307
- Baker, D. L. (2011). Designing and orchestrating online discussions. MERLOT Journal of Online Learning and Teaching, 7(3), 401–411. https://jolt.merlot.org/vol7no3/baker_0911.pdf
- Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
- Blecker, N. S., & Boakes, N. J. (2010). Creating a learning environment for all children: Are teachers able and willing? International Journal of Inclusive Education, 14(5), 435–447. https://doi.org/10.1080/13603110802504937
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706QP063OA
- Brown, E. L., Vesely, C. K., & Dallman, L. (2016). Unpacking biases: Developing cultural humility in early childhood and elementary teacher candidates. Teacher Educators’ Journal, 9, 75–96. https://files.eric.ed.gov/fulltext/EJ1095643.pdf
- Brown v. Board of Education, 347 U.S. 483 (1954).
- Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167. https://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=1052&context=uclf
- Cross, F. (2017). Teacher shortage areas nationwide listing 1990-91 through 2017-18. U.S. Department of Education. https://www2.ed.gov/about/offices/list/ope/pol/teacheshortageareasreport2017.pdf
- de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., … Wang, X. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019-038). U.S. Department of education. National Center for Education Statistics. https://files.eric.ed.gov/fulltext/ED592833.pdf
- Department of Education, Office of Civil Rights. (2014). 2013-14 state and national estimates [Data set]. https://ocrdata.ed.gov/StateNationalEstimations/Estimations_2013_14
- Education for All Handicapped Children Act, P.L. 94-142, § 6, 89 Stat. 773 (1975).
- Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum Press.
- Feucht, F. C., Lunn Brownlee, J., & Schraw, G. (2017). Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234–241. https://doi.org/10.1080/00461520.2017.1350180
- Garmon, M. A. (2005). Six key factors for changing preservice teachers’ attitudes/beliefs about diversity. A Journal of the American Educational Studies Association, 38(3), 275–286. https://doi.org/10.1207/s15326993es3803_7
- Golloher, A. N., Whitenack, D. A., Simpson, L. A., & Sacco, D. (2018). From the ground up: Providing support to emergent bilinguals to distinguish language difference from disability. Insights into Learning Disabilities, 15, 127–147. https://files.eric.ed.gov/fulltext/EJ1203413.pdf
- Howell, J. L., Gaither, S. E., & Ratliff, K. A. (2015). Caught in the middle: Defensive responses to IAT feedback among Whites, Blacks, and biracial Black/Whites. Social Psychological and Personality Science, 6(4), 373–381. https://doi.org/10.1177/1948550614561127
- Individuals with Disabilities Education Act, 20 U.S.C. §1400 et seq. (2004).
- Jones, M., & Ryan, J. (2014). Learning in the practicum: Engaging pre-service teachers in reflective practice in the online space. Asia Pacific Journal of Teacher Education, 42(2), 132–146. https://doi.org/10.1080/1359866X.2014.892058
- Liu, Y. (2019). Using reflections and questioning to engage and challenge online graduate learners in education. Research and Practice in Technology Enhanced Learning, 14(1). https://doi.org/10.1186/s41039-019-0098-z
- Lunn Brownlee, J., Ferguson, L. E., & Ryan, M. (2017). Changing teachers‘ epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242–252. https://doi.org/10.1080/00461520.2017.1333430
- Lusk, M. E. (2016, November 10). Implementing diversity dialogue activities in our institutions in higher education courses [Conference session]. Annual Meeting of the Council for Exceptional Children’s Teacher Education Division. Lexington, KY.
- Mayer, D., Dixon, M., Kline, J., Kostogriz, A., Moss, J., Rowan, L., … White, S. (2017). Studying the effectiveness of teacher education: Early career teachers in diverse settings. Springer. https://doi.org/10.1007/978-981-10-3929-4_2
- McGrady, P. B., & Reynolds, J. R. (2013). Racial mismatch in the classroom: Beyond black-white differences. Sociology of Education, 86(1), 3–17. https://doi.org/10.1177/0038040712444857
- Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024–1026. http://doi.org/10.1080/09687599.2013.818773
- Olson, S. J., & Werhan, C. (2005). Teacher preparation via online learning: A growing alternative for many. Action in Teacher Education, 27(3), 76–84. https://doi.org/10.1080/01626620.2005.10463392
- Plyler v. Doe, 457 US 202 (1982).
- Polat, N., Zarecky-Hodge, A., & Schreiber, J. B. (2016). Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests. The Journal of Educational Research, 109(5), 541–553. https://doi.org/10.1080/00220671.2014.993461
- Project Zero. (2017, April 5). Out of Eden: Dialogue toolkit. http://learn.outofedenwalk.com/dialogue-toolkit/
- Pugach, M., Blanton, L. P., & Florian, L. (2012). Unsettling conversations: Diversity and disability in teacher education. Journal of Teacher Education, 63(4), 235–236. https://doi.org/10.1177/0022487112447573
- Ryan, A., & Webster, R. S. (2019). Teacher reflexivity: An important dimension of a teacher’s growth. In R. S. Webster & J. D. Whelen (Eds.), Rethinking reflection and ethics for teachers (pp. 65–79). Singapore: Springer. https://doi.org/10.1007/978-981-32-9401-1_5
- Spahlholz, J., Baer, N., König, -H.-H., Reidel-Heller, S. G., & Luck-Sikorski, C. (2016). Obesity and discrimination: A systematic review and meta-analysis of observational studies. Obesity Reviews, 17(1), 43–55. https://doi.org/10.1111/obr.12343
- Sukhera, J., Milne, A., Teunissen, P. W., Lingard, L., & Watling, C. (2018). Adaptive reinventing: Implicit bias and the co-construction of social change. Advances in Health Sciences Education, 23(3), 587–599. https://doi.org/10.1007/s10459-018-9816-3
- Sullivan, A. L., A'Vant, E., Baker, J., Chandler, D., Graves, S., McKinney, E., & Sayles, T. (2009, September). Confronting inequity in special education, Part I: Understanding the problem of disproportionality. Communiqué, 38(1), pp. 1, 14-15.
- Thaver, T., & Lim, L. (2014). Attitudes of pre-service mainstream teachers in Singapore towards people with disabilities and inclusive education. International Journal of Inclusive Education, 18(10), 1038–1052. https://doi.org/10.1080/13603116.2012.693399
- United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Author. http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
- Villegas, A. M., Ciotoli, F., & Lucas, T. (2017). A framework for preparing teachers for classrooms that are inclusive of all students. In L. Florian & N. Pantić (Eds.), Inclusive teaching and educational equity: Vol 2. Teacher education for the changing demographics of schooling (pp. 133–148). Cham: Springer. https://doi.org/10.1007/978-3-319-54389-5_10
- Yin, R. (2017). Case study research and applications. 6th. Sage. https://doi.org/10.4018/jmhci.2013010103.
- Yuen, C. Y. M., & Grossman, D. L. (2009). The intercultural sensitivity of student teachers in three cities. Compare: A Journal of Comparative and International Education, 39(3), 349–365. https://doi.org/10.1080/03057920802281571