Preparing Teachers for Culturally Diverse Schools

By C. Sleeter. 2001

2,008 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a40fa52a0b63a8a04fefff3c422f48cbd7af0725

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Citations in the corpus

Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students (2007, background): “94) between teachers and students is a problem nationwide (Sleeter, 2001).”
Scripted and Narrowed Curriculum Reform in Urban Schools (2013, background): “To be sure, due to structural and systemic barriers, racism, inequity and what Tate (2008) called geography of opportunity.”
Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices (2013, background): “In a detailed review of 80 studies about the education of preservice teachers, Sleeter (2001) concludes that It is difficult to say how much impact multicultural education courses have on White students. . . .”
Teaching Anti-Bias Curriculum in Teacher Education Programs: What and How. (2008, background): “middle-class females of European descent (Sleeter, 2001).”
Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers (2016, background): “Norms in teacher education programs—and thus, in pedagogues’ classrooms—are dictated byWhite supremacy (Matias & Mackey, 2015; Oyler, 2011a; Sleeter, 2001).”
Race and Histories: Examining Culturally Relevant Teaching in the U.S. History Classroom (2013, background): “As I am a White teacher who works with students of color, this is also an examination of my own Whiteness (Chubbuck, 2004; Giroux, 1997; Kincheloe et al., 2000; McIntyre, 1997; Skattebol, 2005; Sleeter, 2001, 2008).”
ENHANCING PRESERVICE TEACHERS' SENSE OF EFFICACY AND ATTITUDES TOWARD SCHOOL DIVERSITY THROUGH PREPARATION: A CASE OF ONE U.S. INCLUSIVE TEACHER EDUCATION PROGRAM (2011, background): “Several researchers found that preservice teachers’ attitudes to multicultural diversity maintained through the teacher preparation program, suggesting that teacher education has a little impact on improving preservice teachers’ multicultural attitudes (Brown, 2000; Sleeter, 2001).”
Is Ignorance Bliss? Pre-service Teachers' Attitudes Toward Multicultural Education (2005, background): “Further, many of those entering the field of teaching have a lack of knowledge of the experiences, needs, and resources of CLD student populations, including the presence of racism and societal inequity (Sleeter, 2001).”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “, 2013), with the potential to undermine students’ learning (Cheatham, Jimenez-Silva, Wodrich, & Kasai, 2014; Kumar & Hamer, 2013; Sleeter, 2001).”
The White Savior Industrial Complex: A Cultural Studies Analysis of a Teacher Educator, Savior Film, and Future Teachers (2017, background): “It is important to note, since this class, I have taken a different approach to working with students of Color in my classes who are often out-numbed in predominantly white education classes and this varies each class depending upon the students and context.”
Culturally responsive teaching in the context of mathematics: a grounded theory case study (2012, background): “Too often, individuals from diverse backgrounds are expected to abandon their home culture and assimilate into the mainstream culture (Sleeter 2001).”
Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms (2009, background): “…(for syntheses of the research, see Duhon & Manson, 2000; Grant & Secada, 1990; Hollins & Torres-Guzman, 2005; Ladson-Billings, 1999, 2000; Sleeter, 2001; Weiner, 2000), few longitudinal studies—and even fewer cross-national longitudinal studies—exist on this topic because diversity has…”
Critiquing Teacher Preparation Research (2015, methodology): “However, as reviews have pointed out many times (Cochran-Smith & Zeichner, 2005; Sleeter, 2001b; Wilson, Floden, & Ferrini-Mundy, 2001), the field also needs large-scale research studies, studies that use national and other data bases, genuinely longitudinal studies, studies that use established…”
Making Connections in Practice (2013, background): “PSTs—largely White, middle class, female, and monolingual—are typically underprepared to address diverse students’ learning needs (Sleeter, 2001).”
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy (2018, background): “public schools are becoming more and more multicultural, (b) teacher education programs are overwhelmingly White and female, and (c) teacher education programs tend to center whiteness and White cultural norms (Sleeter, 2001).”