Cross Cultural Competency and Multicultural Teacher Education
By G. McAllister, J. J. Irvine. 2000
516 citations recorded by the source corpus.
Subfields: Education, General Agricultural and Biological Sciences
View Paper: https://www.semanticscholar.org/paper/fa42fb1f93e1098518179a92c1250dd4d925ce1b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- C. Vincent
- Howard L. Smith
- Tary J. Tobin
- Teresa Chavez
- Joan Dejaeghere
- Christopher DeLuca
- Yongling Zhang
- Rhonda L. White
In General Agricultural and Biological Sciences
- Teresa Chavez
- Joan Dejaeghere
- Christopher DeLuca
- Aarti P. Bellara
- G. Cartledge
- Chunhua Cao
- Cornel D. Pewewardy
- Sherry Marx
Citations in the corpus
- Development of intercultural competence among US American teachers: professional development factors that enhance competence (2008, background): “Beyond assessing perceived intercultural competence, a next step would be to observe practices and behaviors, as McAllister and Irvine (2000) note that few studies assess direct outcomes, rather than latent variables.”
- Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education (2004, background): “McAllister and Irvine (2000) suggest that, “in order for teachers to be effective with diverse students, it is crucial that they first recognize and understand their own world views [as] only then will they be able to understand the worldviews of their students’’ (p. 3, citing Bennett, 1993).”
- Racial Ideological Beliefs and Racial Discrimination Experiences as Predictors of Academic Engagement Among African American Adolescents (2007, background): “…the underlying presumption is that minority youth must de-emphasize their ethnic/cultural backgrounds to develop a positive academic identity and emphasize thinking and acting in ways more consistent with White middle class norms (Delpit, 1995; LadsonBillings, 1995; McAllister & Irvine, 2000).”
- Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, methodology): “From the teacher education discipline of inclusion and culturally based teaching, McAllister and Irvine (2000) identified two general forms of pedagogy that we assert bear relevance and implications for assessment education pedagogy: content-based teaching and process-based teaching.”
- Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice. (2002, background): “In order for teachers to be effective with diverse students, it is crucial that they recognize their own worldviews; only then will they be able to understand the worldviews of their students (McAllister & Irvine, 2000).”
- Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity (2009, background): “Teacher-preparation programs report varying degrees of success in creating an environment in which teacher candidates feel comfortable enough to discuss the difficult issues embedded in multicultural education ( Burant, 1999 ; Gutierrez-Gomez, 2002 ; McAllister & Irvine, 2000 ).”
- Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, background): “Awareness of the dimensions of one’s own culture is a prerequisite to understanding the culture of others (McAllister & Irvine, 2000).”
- Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy (2018, background): “…education is a time to help candidates imagine and practice effective teaching (Diez, 2007), and that it is only the beginning of a career-long pursuit to becoming an effective teacher of culturally diverse youth (McAllister & Irvine, 2000), my recommendations are intended to be transferable.”