Educating Culturally Responsive Teachers: A Coherent Approach

By A. Villegas, Tamara Lucas. 2001

860 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f988333d682de7512506ce2aa6daebe94d8d721d

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Citations in the corpus

Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, methodology): “We will describe three key dimensions of CRMT that have linkages to both PCK and CRP, drawing on the culturally responsive teacher preparation framework offered by Villegas and Lucas (2002).”
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).”
Understanding Teacher Candidate Dispositions: Reflecting to Build Self-Awareness (2010, background): “…does not question her emphasis on instructional methods and grades over student learning, demonstrating the likelihood that she is unaware she possesses preconceptions about teaching that affect her view of events in her classroom (Hammerness et al., 2005; Lortie, 1975; Villegas & Lucas, 2002).”
On Teaching Adaptively (2008, neutral): “…Gardner’s instruction for different “forms of intelligence” (Gardner, 1983; Grigorenko, Jarvin, & Sternberg, 2002), to “responsive teaching” (Gay, 2000; Villegas & Lucas, 2002), to teaching for sociolinguistic diversity (Gonzalez, Moll, & Amanti, 2005; Williams, 1994), to the embedded…”
Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study (2011, background): “In response to this call, there have been a number of books and theme issues of journals dedicated to discussing culturally responsive pedagogy and preparing culturally responsive teachers (e.g., Gay, 2002; Villegas & Lucas, 2002).”
Making Connections in Practice (2013, background): “In fact, although small in number, the meaningful connections projects provide a powerful response to research that has tended to highlight the challenges and difficulties that PSTs face as they learn to teach mathematics effectively to diverse groups of children (Villegas & Lucas, 2002).”
Diversifying the Teaching Force: An Examination of Major Arguments (2010, background): “This view of learning and teaching provides a solid theoretical rationale for increasing the racial/ ethnic diversity of the teaching force (Gollnick 2008; Villegas and Lucas 2002).”
Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps (2006, background): “8 preparation programs that help them draw on their backgrounds in their teaching, also have understanding of a shared culture with students of color and the experience of being part of a minority group in our society (Villegas and Lucas, 2002).”
Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education (2013, background): “Such value for linguistic diversity can promote trust of teachers by students and heightened expectations of students by teachers (Villegas & Lucas, 2002).”
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy (2018, background): “The discussion of these recommendations center on helping teacher candidates acquire new “views,” “know[ledge],” and “understanding” (Villegas & Lucas, 2002 ) of racial and cultural difference.”
Conceptualizing the Roles of Mentor Teachers During Student Teaching (2012, background): “For instance, teacher education programs at Montclair State University carefully select mentor teachers, educate them in the processes of mentoring, and provide them an equal stake in the education of student teachers (Villegas & Lucas, 2002).”
Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs (2007, background): “…have been dedicated to examining the conceptual framework of culturally responsive teaching and how best to prepare tomorrow’s teachers for diversity (e.g., Dilworth, 1998; Hollins & Oliver, 1999; Irvine & Armento, 2001; LadsonBillings, 1994a, b; Shade et al., 1997; Villegas & Lucas, 2002).”
Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students (2010, background): “Service learning can present opportunities to expose and challenge these biases (Villegas & Lucas, 2002).”