Search results for: Athanases Steven Z.
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Learning to Attend to Culturally and Linguistically Diverse Learners Through Teacher Inquiry in Teacher Education
In this article, the authors sought to understand how student teachers (STs) in a teacher credential program with a history of attention to diverse learners were learning about their culturally and linguistically diverse (CLD) students through Teacher inquiry (TI). STs took actions of various kinds to learn about diverse students: researching contexts and histories; examining student work and performance at full-class, subgroup, and individual levels; and asking and listening beneath the surface to students’ reasoning, attitudes, beliefs, and concerns about school learning and other issues. However, TI elements were used to varying degrees, in various ways, and with varying levels of success.
Updated: May. 28, 2012
The article discusses the merits of teachers' speaking for students in need and standing up for equitable access to resources. Although their actions helped attain support, the teachers reported that advocacy required persistence and sometimes resulted in confrontation with colleagues and administrators.
Updated: Feb. 26, 2008