Addressing the discontinuity of students’ and teachers’ diversity: a preliminary study of preservice teachers’ beliefs and perceived skills

By Sheryl V. Taylor, Donna M. Sobel. 2001

163 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b044434be857aeff3df0e124766e6d8eb8c92fb4

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Citations in the corpus

Novice and expert teachers' conceptions of learners' prior knowledge (2004, background): “…is highly dependent upon their beliefs---conceptions and understandings---of central concepts in education and their ability to put them into practice (Barmald, Hardman, & Leat, 1995; Bryan & Abell, 1999; Bryan & Atwater, 2002; Rich & Almozlino, 1999; Sutton et al., 1996; Taylor & Sobel, 2001).”
PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “Preservice and new general education teachers in particular express anxiety about interacting with and teaching students with disabilities (Carroll, Forlin, & Jobling, 2003; Lombardi & Hunka, 2001) and doubt their personal adequacy to do so (Taylor & Sobel, 2001).”
Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study (2011, background): “The findings of the study are important given the probability that tomorrow's teachers may teach students from diverse cultural and linguistic backgrounds (Gallego, 2001 ; Taylor & Sobel, 2001 ; Torok & Aguilar, 2000 ).”
Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs (2007, background): “…the above findings are important given the probability that tomorrow’s teachers will teach students from linguistically diverse backgrounds (Cooper, Beare, & Thorman, 1990; Gallego, 2001; Guillaume et al., 1995; Ross & Smith, 1992; Taylor & Sobel, 2001; Torok & Aguilar, 2000; Zeichner, 1993).”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “As part of the same study, Wager (2012) found that some teachers attempted to “match” school mathematics concepts with home and cultural activities that (according to teachers) might involve mathematics.”
What Is Diversity? (2010, background): “Although evidence supporting preservice teachers’ ambivalence toward terms such as diversity certainly exists (see Taylor & Sobel, 2001), very little research has investigated teachers’ beliefs about specific aspects of multiculturalismanddiversity.Despite prescriptivedefinitions fromNCATE,…”
Preparing Preservice Educators for Cultural Diversity: How Far Have We Come? (2008, unknown): “…Lenski, Crumpler & Stallworth, 2005; Middleton, 2002; Milner, Flowers & Moore, 2003; Pappamihiel, 2004; Sobel & Taylor, 2005; Song, 2006; Subedi, 2006; Swartz, 2003; Taylor & Sobel, 2001; Turner-Vorbeck, 2005; Ukpokodu, 2004; Van Hook, 2002; Walker-Dalhouse & Dalhouse, 2006; Weisman & Garza, 2002).”
"Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion. (2011, background): “Related Literature Taylor and Sobel (2001) conducted a study of beliefs about diversity and (dis)ability with 129 newly admitted graduate pre-service teachers in a collaborative teacher education program.”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “In their study of teachers’ beliefs and perceptions related to teaching students of ethnic and cultural backgrounds dissimilar from their own, Taylor and Sobel (2001) concluded that much work must be done to help teachers “see their students’ backgrounds and abilities as resources not problems” (p.…”