References
- Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658–697.
- Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds). Teaching as the learning profession (pp. 3–32). San Francisco, CA: Jossey-Bass.
- Bennett, S. V. (2013). Effective facets of a field experience that contributed to eight preservice teachers’ developing understandings about culturally responsive teaching. Urban Education, 48(3), 380–419.
- Bergeron, B. S. (2008). Enacting a culturally responsive curriculum in a novice teacher’s classroom: Encountering disequilibrium. Urban Education, 43(1), 4–28.
- Bhabba, H. (1990). The third space. In J. Rutherford (Ed.), Identity, community, culture and difference (pp. 207–221). London: Lawrence and Wishart.
- Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management. Urban Education, 42(4), 326–348.
- Bonner, E. P. (2009). Achieving success with African American learners: A framework for culturally responsive mathematics teaching. Childhood Education, 86(1), 2–6.
- Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291–310). New York, NY: Macmillan.
- Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12.
- Carter, K., & Gonzalez, L. (1993). Beginning teachers’ knowledge of classroom events. Journal of Teacher Education, 44(3), 223–232.
- Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.
- Dunn, A. H. (2010). We know you’re Black at heart: A self-study of a White, urban high school teacher. In A. J. Stairs & K. A. Donnell (Ed.), Research on urban teacher learning: Examining conceptual factors over time (pp. 29–40). Charlotte, NC: Information Age.
- McCammon, E. (2018, Nov. 4). What is a DBQ? The document-based question explained [Web log]. Retrieved from https://blog.prepscholar.com/what-is-a-dbq-document-based-question.
- Fang, Z., & Ashley, C. (2004). Preservice teachers’ interpretations of a field-based reading block. Journal of Teacher Education, 55(1), 39–54.
- Garcia, A., & Seglem, R. (2013). That is dope no lie: Supporting adolescent literacy practices through digital partnerships. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley & P. M. Stecker (Eds.), Literacy research association yearbook 62 (pp. 185–197). Chicago, IL: LRA.
- Garrison-Wade, D. F., & Lewis, C. W. (2006). Tips for school principals and teachers. In J. Landsman & C. W. Lewis (Ed.), White teachers/diverse classrooms (pp. 150–161). Sterling, VA: Stylus.
- Garza, R. (2009). Latino and white high school students’ perception of caring behaviors. Urban Education, 44(3), 297–321.
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
- Gonzalez, L., & Carter, K. (1996). Correspondence in cooperating teachers’ and student teachers’ interpretations of classroom events. Teaching and Teacher Education, 12(1), 39–47.
- Hamnerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world. (pp. 358–389). San Francisco, CA: Jossey Bass.
- Ladson‐Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 312–320.
- Morton, M., & Bennett, S. V. (2010). Scaffolding culturally relevant pedagogy: Preservice teachers in an urban university/school collaboration. Journal of Ethnographic and Qualitative Research, 4, 139–150.
- Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York, NY: Teachers College Press.
- Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). London: Sage.
- Seglem, R., & Garcia, A. (2015). So we have to teach them or what?: Introducing pre-service teachers to the figured worlds of urban youth through digital conversation. Teachers College Record, 117(3), 1–34.
- Sexton, S. (2017). Meaningful intersections of social justice and contemporary cultural competencies in a New Zealand master’s level initial teacher education programme. Journal of Contemporary Educational Research, 1(1), 33–42.
- Sharan, Y. (2010). Cooperative learning: A diversified pedagogy for diverse classrooms. Intercultural Education, 21(3), 195–203.
- Shevalier, R., & McKenzie, B. A. (2012). Culturally responsive teaching as an ethics- and care-based approach to urban education. Urban Education, 47(6), 1086–1105.
- Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106.
- Stoehr, K. J., Carter, K., & Sugimoto, A. T. (2017). Stories and statistics: A mixed picture of gender inequity in mathematics. In D. K. Keyes, E. Chan, & V. Ross (Eds.), Crossroads of the Classroom: Narrative Intersections of Teacher Knowledge and Subject Matter (pp. 39–58). Bingley, West Yorkshire, England: Emerald Publishing Limited.
- Sugimoto, A. T., Carter, K., & Stoehr, K. J. (2017). Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners. Teaching and Teacher Education, 67, 179–188.
- The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
- Valdez, A., Young, B., & Hicks, S. J. (2000). Preservice teachers’ stories: Content and context. Teacher Education Quarterly, 27(1), 39–58.
- Zeichner, K. (1996). Designing educative practicum experiences for prospective teachers. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in pre-service teacher education. (pp. 215–234). New York, NY: Teachers College Press.
- Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.