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Summary
Explores how teachers think about students of color and/or a multicultural curriculum and presents opportunities for reconstructing teacher knowledge of the cultural context.
Francisco Rios' book sheds light on current scholarship around teacher thinking in cultural contexts and identifies promising practices that take into account context specific influences. He provides a theoretical and conceptual framework for understanding why teacher cognition as a context specific phenomenon is important, how it is studied, what can be learned, and how these learnings inform the preparation of culturally responsive educators. The contributors look at how teachers think about students of color and/or a multicultural curriculum and explore opportunities for reconstructing teacher knowledge of the cultural context.
Rather than focusing on ways in which the students are "deficient," or on the behavioral elements of effective teaching, this book starts with the how and what of teacher thinking as a central element in the teaching-learning relationship. It places the teacher at the center of instructional activity. While teacher thought influences what happens in instructional settings, teacher thought is also influenced by the people and activity critical to those settings. "This is an important aspect to an important field of study: teacher thinking, multiculturalism, and classroom practice. The book points to the need of synchronization between the school culture and the students' culture. The acknowledgment of social context within teacher thinking research and the resulting discussions of how teachers' perspectives impact behavior is an important step in understanding race, gender, class, and ability in classroom teaching and learning." -- Mari E. Koerner, Roosevelt University
Francisco A. Rios is Assistant Professor in the College of Education at California State University-San Marcos.
Table of Contents
Preface
Introduction
Francisco A. Ríos
1. Teacher Thinking in Urban Schools: The Need for a Contextualized Research Agenda
Alfredo J. Artiles
Part I Thinking about Students from Diverse Backgrounds
2. Teachers', Administrators', and Staff's Implicit Thinking about "At-Risk" Urban High School Latino Students
Martha Montero-Sieburth
3. Teacher Thinking and Perceptions of African-American Male Achievement in the Classroom
Clara A. New
4. Resistance and Rethinking: White Student Teachers in Predominately African-American Schools
Maureen D. Gillette
5. Teachers' Principles of Practice for Teaching in Multicultural Classrooms
Francisco A. Ríos
Part II Thinking about a Multicultural Curriculum and Instruction
6. Teaching Writing in a Multicultural Classroom: Students and Teacher as Storytellers
Dawn Abt-Perkins
7. Tacit Messages: Teachers' Cultural Models of the Classroom
Mary Lynn Hamilton
8. Teachers' Choices for Infusing Multicultural Content: Assimilating Multicultural Practices into Schemata for Instruction in the Content Area
Carmen Montecinos Deborah L. Tidwell
Part III Thinking about How to Change Thinking
9. Teaching Concerns Revisited: The Multicultural Dimension
Patricia L. Marshall
10. Using a Constructivist Approach to Challenge Preservice Teachers' Thinking about Diversity in Education
Teresita E. Aguilar Cathy A. Pohan
11. Learning to Teach in Cross-Cultural Settings: The Significance of Trusting Relations
Linda Valli
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
