Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms

By Gloria Ladson-Billings. 2001

1,040 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/eadc2a776954083854ead2b99fc5fd93977fad60

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Citations in the corpus

Beyond a Test Score (2012, background): “Ladson-Billings (2001) provided an astounding picture of the diversity teachers may encounter in P-12 schools, explaining that not only [will teachers encounter] . . . multiracial or multiethnic [students] but they [students] are also likely to be diverse along linguistic, religious, ability, and…”
Cultural considerations with response to intervention models (2006, background): “We see this first tier as including two essential components: (a) evidence-based interventions (Vaughn & Fuchs, 2003), and (b) instruction by teachers who have developed culturally responsive attributes (Gay, 2000; Ladson-Billings, 2001; Villegas & Lucas, 2002).”
Culturally resPonsiVe teaChing (2008, background): “Teachers create opportunities for students to critique, challenge, and transform examples of injustice or inequity in their daily lives and communities (Ladson-Billings, 2001).”
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “Given the mono-cultural, mono-racial make-up of the teacher education professoriate (Ladson-Billings 2001; Merryfield 2000), and teacher educators’ inadequate prepara- tion and limited experiences with Other (Rios, Montecinos, and van Olphen 2007), these understandings are often absent.”
Revisiting Reflection: Utilizing Third Spaces in Teacher Education (2014, background): “…education notes that programs across the United States are populated mainly by white (GarcÌa, 1999; McIntyre, 1997), monolingual (Gomez, 1996; Ladson-Billings, 2001), female students (McIntyre, 1997; Zeichner, 1996) from middle-class backgrounds (Cochran-Smith, 2004; Ladson-Billings, 2001)…”
Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context (2011, background): “…I covered provided a foundation in critical multicultural, social justice education that prepared them to integrate a framework of social justice into a rigorous academic program in elementary school settings (Cochran-Smith, 2004; Irvine, 2003; Kincheloe & Steinberg, 1997; Ladson-Billings, 2001).”
"What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools. (2008, background): “We decided on a case study approach because recent scholarship on teacher identity and development in urban schools employ ethnographic case studies to explore the complexities ofnovice teacher development (Ladson-Billings, 1994,2001; Michie, 2005).”
A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development (2013, background): “…has developed the pre-service teachers’ knowledge, skills and cultural competencies that include teaching contents to diverse learners, affirming diversity in classrooms, and knowing the cultures of school and its students and teachers (Ladson-Billings, 2001; in Achinstein & Athanases, 2005).”
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems (2005, background): “Emerging data suggest that teachers who are prepared in urban schools are more likely to develop culturally responsive practices and continue to work in schools and classrooms with students who are culturally and linguistically diverse (Ladson-Billings, 2001).”
Toward a Conception of Culturally Responsive Classroom Management (2004, background): “For example, because Latino culture emphasizes the importance of contributing to the group, singling out individual achievement may be embarrassing and punishing, rather than reinforcing.”
Culturally Responsive Differentiated Instruction: Narrowing Gaps between Best Pedagogical Practices Benefiting All Learners (2009, background): “These indicators provide a framework with which to consider other aspects of CRT and to compare CRT to DI (Ladson-Billings, 2001).”
Theories of Learning and Teaching What Do They Mean for Educators (2006, background): “Delpit (1995; Delpit and Kilgour 2002) and Ladson-Billings (1994, 2001) have written eloquently about the complexity of teaching African American students in racially aware ways, and the literature in this field continues to grow, as researchers learn more about the experiences of children who come…”
Teaching White Preservice Teachers (2003, background): “Along with this lack of knowledge, their limited or nonexistent personal relatedness to communities of color confirm for them that their students’cultures are substandard, having nothing worth knowing and building on (Ladson-Billings, 2000, 2001).”
The Role of Mathematics Instruction in Building a Socially Just and Diverse Democracy (2015, background): “It will also require more than committed teachers, sensitive to and skillful in working toward these aims (Ladson-Billings, 2001).”
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School (2003, background): “An open question is, Under what other conditions might these curricula play this role? I also began this article with the premise that one way to increase and promote educational equity is to teach for social justice and help students develop as conscious agents of change, so that they can struggle ”