Preparing Culturally Responsive Teachers

By A. Villegas, Tamara Lucas. 2002

1,310 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bbb046ee080db8e794fbaaaf530ea7cad07fd977

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Citations in the corpus

Educating All Students (2007, background): “Villegas and Lucas (2002) 1. are socioculturally conscious, that is, recognize that there are multiple ways of perceiving identified six characteristics that reality and that these ways are influenced by one’s location in the social order; define culturally responsive 2. have affirming views of…”
“It's Not My Job”: K–12 Teacher Attitudes Toward Students' Heritage Language Maintenance (2006, background): “…better educate our current teachers on language-based issues of linguistic minority children, but also work towards recruiting and retaining a teaching workforce of individuals who have the experiences that enable them to embrace the value of heritage language maintenance (Villegas & Lucas, 2002).”
An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy (2020, background): “Although many teacher preparation and professional development programs are increasingly offering CRT training (Sleeter, 2012; Villegas & Lucas, 2002; Voltz, Brazil, & Scott, 2003), inconsistent access to learning in this area has left teachers feeling unprepared to implement this type of…”
(Re)Considerations of Ignorance and Resistance in Teacher Education (2013, background): “The student population in K-12 settings in the United States is increasingly racially and ethnically diverse (e.g., Banks, 2008; Villegas & Lucas, 2002).”
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education ☆ (2014, background): “This category of studies suggests a growing recognition of the political, ethical and moral dimensions of mediation occurring within complex interpersonal and social professional webs (Cochran-Smith, 2004; Loughran, 2002; Villegas & Lucas, 2002).”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, background): “To effectively and equitably support student learning, educators must learn to leverage culture and cross-cultural differences in the classroom (Delpit, 2006; Gay, 1995, 2010; Moll, Amanti, Neff, & Gonzalez, 1992, 2005; Paris, 2012, Villegas & Lucas, 2002).”
Scaffolding Critical Reflection in Online Discussions (2003, background): “Such reframing can lead a student teacher to use “his or her knowledge about students’ lives to design instruction that builds on what they already know while stretching them beyond the familiar” (Villegas & Lucas, 2002, p. 21).”
Integrating Science And English Proficiency For English Language Learners (2013, background): “The literature on cultural congruence indicates that students participate in classroom interactions in ways that reflect culturally-based communication and interaction patterns from their home and community (Gay, 2002; Villegas & Lucas, 2002).”
Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching (2018, background): “Several scholars have introduced frameworks for CRT (Gay, 2002, 2010; Ladson-Billings, 2001; Phuntsog, 2001; Villegas & Lucas, 2002) outlining the essential elements.”
Critiquing Teacher Preparation Research (2015, methodology): “Autobiographical writing and simulations, for example, are already well established as tools for promoting teachers’ understanding of diversity (Cochran-Smith et al., 2003; Sleeter, 2001a; Villegas & Lucas, 2002).”
The Joint Enterprise of Social Justice Teacher Education (2007, background): “…as they negotiate the gap between the school-culture and that of their family and community, 2) develop culturally responsive curriculum and instruction, and 3) avoid perceiving diversity as a deficit (Fine, 1986, Gay, 1993, Hollins & Guzman, 2005; Ladson-Billings, 1999, Villegas & Lucas, 2002).”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “Cultural knowledge tends to be represented in constructivist views of learning, where “learners use their prior knowledge and beliefs . . . to make sense of the new input” (Villegas & Lucas, 2002, p. 25).”