Teacher Preparation and the Education of Immigrant Children

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Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “…for interrupting low expectations, deficit thinking, racism, classism, xenophobia, and all other kinds of isms, if our intention is to develop teachers who can uphold the rights of children and are equipped to interrupt schooling practices that are discriminatory and harmful (Goodwin 2002a, 2002c).”
Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity (2009, background): “2005; Graue, 2005; Joshi et al., 2005; Jung, 2007) and improve their selfefficacy while advancing student achievement (Juliet & Okhee, 2003; Jung, 2007). Yet, even when diversity preparation is available, it is not always appreciated. Sleeter’s (1992) research on practitioners and student teachers i”
Infusing English Language Learner Issues Throughout Professional Educator Curricula: The Training All Teachers Project (2005, background): “Professional development efforts for new and practicing school personnel face a number of tenacious challenges, many to do with the complexities of language and culture, and many to do with ingrained oversimplifications and misconceptions that do not reflect these complexities (Goodwin, 2002; Samway”