- Author
- Rios, Francisco A., ed.
- Publisher
- State University of New York Press, Albany, NY
- ISBN
- 791428826
- Table of Contents
-
Preface
Introduction
ch. 1 Teacher Thinking in Urban Schools: The Need for a Contextualized Research Agenda (Alfredo J. Artiles)
ch. 2 Teachers', Administrators', and Staff's Implicit Thinking about "At-Risk" Urban High School Latino Students (Martha Montero-Sieburth)
ch. 3 Teacher Thinking and Perceptions of African-American Male Achievement in the Classroom (Clara A. New)
ch. 4 Resistance and Rethinking: White Student Teachers in Predominately African-American Schools (Maureen D. Gillette)
ch. 5 Teachers' Principles of Practice for Teaching in Multicultural Classrooms (Francisco A. Ríos)
ch. 6 Teaching Writing in a Multicultural Classroom: Students and Teacher as Storytellers (Dawn Abt-Perkins)
ch. 7 Tacit Messages: Teachers' Cultural Models of the Classroom (Mary Lynn Hamilton)
ch. 8 Teachers' Choices for Infusing Multicultural Content: Assimilating Multicultural Practices into Schemata for Instruction in the Content Area (Carmen Montecinos, and Deborah L. Tidwell)
ch. 9 Teaching Concerns Revisited: The Multicultural Dimension (Patricia L. Marshall)
ch. 10 Using a Constructivist Approach to Challenge Preservice Teachers' Thinking about Diversity in Education (Teresita E. Aguilar Cathy A. Pohan)
ch. 11 Learning to Teach in Cross-Cultural Settings: The Significance of Trusting Relations (Linda Valli)
ch. 12 Coalition Building as a Means for Changing Teachers' Cultural Knowledge about Multicultural Education (Marilynne Boyle-Baise Judith Washburn)
Conclusion: New Directions in Teacher Thinking: Linking Theory to Practice
Notes
References
Index
Francisco Rio's book sheds light on current scholarship around teacher thinking in cultural contexts and identifies promising practices that take into account context specific influences. (From the Publisher)