International Reading Association 59

th
Annual Conference
Reading!The Teachable Moment

Sue Ann Sharma, Ph.D., Julie Kidd, Ed.D.,
Lynn Smolen, Ph.D., Diana Sisson, Ed.D., & Abha Gupta, Ph.D.
New Orleans, Louisiana May 12, 2014

Diversity in United States Teacher
Education Literacy Programs: A
Nationwide Investigative StudyPhase II
International Reading Association, Learning Diversity Committee
What do our teaching practices say about
cultural diversity then & now?
Racial/Ethnic Diversity in U.S. Schools
Projections of Education Statistics to 2021 5
Figure 2. Actual and projected numbers for enrollment in elementary and
secondary schools, by control of school: Fall 1996 through fall 2021
Public
Projected
Private
1996 2001 2006 2011 2016 2021
0
10
20
30
40
50
60
70
80
Millions
Year
NOTE: Private school numbers include private nursery and prekindergarten enrollment in schools that
offer kindergarten or higher grades. Since the biennial Private School Universe Survey (PSS) is collected
in the fall of odd-numbered years, private school numbers for alternate years are estimated based on
data from the PSS. Some data have been revised from previously published gures. Mean absolute
percentage errors of selected education statistics can be found in table A-2, appendix A.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of
Data (CCD), State Nonscal Survey of Public Elementary/Secondary Education, 199798 through
201011; Private School Universe Survey (PSS), selected years 199798 through 200910; and National
Elementary and Secondary Enrollment Model, 19722010. (This gure was prepared February 2012.)
Enrollment by control of
school
Enrollment in public elementary
and secondary schools


increased 8 percent between
1996 and 2010; and
is projected to increase 7 percent
between 2010 and 2021.
Enrollment in private elementary
and secondary schools


decreased 9 percent between
1996 and 2010; and
is projected to be 1 percent
lower in 2021 than in 2010.






For more information:
Table 1
Figure 3. Actual and projected numbers for enrollment in public elementary and
secondary schools, by race/ethnicity: Fall 1996 through fall 2021
1996 2001 2006 2011
Year
2016 2021
0
10
20
30
40
50
60
70
80
Millions
White
Projected
American Indian/Alaska Native
Black
Hispanic
Asian/Pacific Islander
NOTE: The historical racial/ethnic time-series were constructed using racial/ethnic enrollment data
at the state level for individual grades. In some instances, enrollment data by race/ethnicity had to
be imputed. Further, in some instances, the racial/ethnic enrollment data for individual grades had
to be adjusted to the state total for that grade. For additional information see the Elementary
and Secondary Enrollment section A.1 in appendix A. Race categories exclude persons of
Hispanic ethnicity. Mean absolute percentage errors of selected education statistics can be
found in table A-2, appendix A. Some data have been revised from previously published gures.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core
of Data (CCD), State Nonscal Survey of Public Elementary/Secondary Education, 199697
through 201011; and National Public Elementary and Secondary Enrollment by Race/Ethnicity
Model, 19942010. (This gure was prepared February 2012.)
Enrollment by race/
ethnicity
Between 2010 and 2021, enrollment
in public elementary and secondary
schools is projected to
decrease 2 percent for students
who are White;
increase 5 percent for students
who are Black;
increase 24 percent for students
who are Hispanic;
increase 26 percent for students
who are Asian/Pacifc Islander;
increase 16 percent for students
who are American Indian/Alaska
Native; and
increase 34 percent for students
who are two or more races.
(Tis racial/ethnic group was
not included in fgure 3, due
to its size in comparison to
the other groups.)
For more information:
Tables 3, 4, and 5
English Language Learners in U.S. Schools
Participation in Education 31
8
Figure 8-1. Percentage of public school students who are English language learners (ELLs), by state: School year
200910
Less than 4 percent (15)
Data not shown (1)
713.99 percent (13)
DE
RI
DC
RI
DC
46.99 percent (18)
14 percent or more (4)
NOTE: For more information on the Common Core of Data, please see Appendix B Guide to Sources.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), Public Elementary/Secondary School
Universe Survey, 200001 (version 1a), 200506 (version 1a), 200809 (version 1a), and 200910 (version 1a).
Figure 8-2. Percentage of public school students who are English language learners (ELLs), by locale: School year
200910
Large Midsize Small Large Midsize Small Fringe Distant Remote Fringe Distant Remote
0
10
20
30
40
50
Percent
Locale
18
14
11
10
7
8
9
6 6
4
2
4
City Suburban Town Rural
NOTE: For more information on locale, see Appendix C Commonly Used Measures. For more information on the Common Core of Data, see Appendix
B Guide to Sources.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), Public Elementary/Secondary School
Universe Survey, 200910 (version 1a).
Student Diversity Enrollment
in Public Schools

*In 1990, the Other category included Asian, American Indian/ Alaska Native, Native Hawaiian/ Pacific Islander, and two or more races.
In 2010, these groups were further delineated.
Source: U.S. Department of Education. (2012). The Condition of Education 2012.


Most Spoken Languages in homes
(other than English)
Source: U.S. Department of Education. (2012). The Condition of Education 2012.


Percent Change in U.S. Total and ELL Pre-K!12 Enrollment between 1997!1998 and 2007!2008
Source: U.S. Department of Education. (2012). The Condition of Education 2012.
Racial/Ethnic Diversity of U.S. Teachers
82.9
6.9
7.2
1.3
0.2
0.5
0.9
Percentage of U.S. Teachers by Racial/Ethnic
Diversity in 2007-2008
White
Black
Hispanic
Asian
Native Hawaiian/
Pacific Islander
American Indian/
Alaska Native








IRA Standard 4: Diversity









Candidates create
and engage their
students in literacy
practices that
develop awareness,
understanding,
respect, and a
valuing of
differences in our
society.
Defining Diversity
The dimensions of
diversity range from
generic facets involving
race, culture, religion,
language, and gender
identity, including
differences related to
learning interests,
capabilities, and
disabilities.
Multicultural
Education
Teaching
Teacher
Educator
Dispositions
Theoretical Framework
Research Questions
Phase 1
What are the beliefs and values teacher educators hold
about diversity as it relates to teacher preparation
programs?(survey)
How do teacher educators describe the experience
they provide around diversity? (narrative description)
Phase 2
What influences shape literacy teacher educators
teaching practices and developing beliefs about literacy
and learning? (focus groups)

Methodology: Phase 1
Mixed-Methods
Quantitative
Logistic Regression
Modified Sign Tests
Bonferroni
Corrections
Qualitative
Constant Comparative
Method
Inter-Rater Reliability
Cronbachs Alpha .83
Survey Distribution
Phase 1: Research Question 1
Quantitative Results

What are the beliefs and values
teacher educators hold about
diversity as it relates to teacher
preparation programs?







Value of Diversity in General
Value With Regard to Specific
Areas of Diversity
Agreement
Disagreement
88.2
11.8
Agreement
Disagreement
Development of Diversity Awareness


Religion &
Sexual Orientation
Sign Test Analysis
Reality is Relative to Experiences


Strong
Logistic
Regression
Suburban
D=.95
Urban
Logistic Regression Analysis
Phase 1: Research Question 2
Qualitative Results
How do teacher educators
describe the experiences they
provide around diversity?
Narrative Response
Response
Doesnt
Answer the
Question
(13)
Direct
Engagement
(20)
Indirect
Engagement
(40)
Both Direct
& Indirect
Engagement
(16)
Cronbachs alpha 0.833
Direct Engagement
Tutoring
Students
Field
Placement
Family
Literacy
Events
Cultural
Studies
Interview
Project
Indirect Engagement
Multicultural
Literature
Observation of
Diverse Learners
Through Video
Readings
Focused on
Diversity
Cultural Studies
Planning Lessons
That Include
Responding to
Student Diversity
Indirect & Direct Engagement
Simulations
Reading
Disabilities
Language
Delays
Auditory
Challenges
Interpreting
Writing &
Reading
Errors
Conclusion
Teacher educators value addressing diversity.

Demographics and location of teacher
preparation institutes influences ones
diversity lens.


Phase II: Research Question
What influences shape literacy
teacher educators teaching
practices and developing beliefs
about literacy and learning?
Virtual Focus Group:
University Size and Regions
Urban
Suburban
Rural
Mixed Size
Middle West
Southwestern
Pacific
Midwest
Southwestern
South Atlantic
New England
Middle West
New England
Middle West
Pacific
Focus Group Questions
Briefly describe your teacher candidate profiles and the
kinds of populations your teachers will serve.
Describe the complexities that your teacher candidate face
when meeting the needs of diverse learners.
Describe what you do to prepare teacher candidate to meet
the needs of diverse learners both at the program level and
the courses you teach.
Describe what challenges you face in preparing teacher
candidate to met the needs of diverse learners.
Specifically, can you speak to preparing teacher candidate
to meet the needs of ELL, religious and sexual orientation
and any other areas of diversity?
What else would like to add to our discussion?
Data Analysis
Member Check
Code Transcript
Check Validity of Key Word List
Check Remaining Text Add Categories as Necessary
Transcribe Text
Construct Categories/Key Word List From Relevant Text Parts
Coding Schema
Diversity
Issues
Demographic
Factors
Program
Elements
Teaching
Pedagogy
Course
Curriculum
Pedagogical
Factors
Themes
Demographic and
Dispositions
Curriculum Issues
and Decisions
Diversity Awareness
& Complexity
Outside Influences
Findings
FP opened TC eyes
TC rarely reflect regional populations
TC lack of diversity experience
TC desire to meet the needs of diverse populations
Demographic and
Dispositions
Related to TC
Regional diversity complexity creates different challenges
for preparing teacher candidates

Curriculum Issues
and Decisions
Related to TC
Creating Diversity
Awareness
Related to TE
Political mandates
Creates job security tension
Leads to teaching to the test
Diminishes curriculum choice
Outside Influences
Related to TC
FP in diverse settings
Use assessment to guide instruction
Exposure to multicultural literature
Provide guest speakers of different cultures
Report lack of diverse literature & a need to sufficiently
address cultural responsive teaching

TC = Candidate, TE = Teacher Educator, FP= Field Placement
Educational Significance

All students would benefit from higher education
programs that cultivate diversity and multiculturally
responsive teachers.
This research is significant to the enhancement of
instructional support for the advancement of
teaching diversity and the development of deep
understanding of diversity issues

Limitations
Low Number
of
Respondents
Selection Bias

Linking Research to Practice
Preparation of culturally responsive
teacher candidates & teachers
Dimensions of Culturally Responsive
Instruction
multicultural literature
interaction with families
teaching English Language Learners

Instructional Dimensions Build Bridges
to Diverse Learners



Dimension 1:
Multicultural Literature in the Classroom
First African-American Protagonist
Keats, E.J. (1962). The snowy day. New York, NY: Penguin Books.
http://ccbc.education.wisc.edu/books/multicultural.asp
One of the Many Benefits of Multicultural
Literature in the Classroom
I was born more than
sixty years ago in Tibet,
a beautiful, open country
that lies high in the
mountains to the north of
India and to the west of
China. In this book Demi
tells the story of my life
since then. I appreciate
her effort because my
story will also tell you
something about the
Tibetan people and their
unique way of life.
Demi, (1998). The Dalai Lama: With a foreword by his holiness the Dalai Lama. New York, NY:
Henry Holt and Company.
Practice 1: Use Criteria for Selecting
Multicultural Literature
Authors & Illustrators Perspective
Multidimensionality
Stereotyping
Authentic Language
Adapted from Ambika Gopalarkrishnan, 2011
Multicultural Literature Rubric
Criteria 3 2 1
1. Authority
Novel written by person
from culture depicted
Novel not written by
person from culture
depicted but culturally
accurate

Novel not written by
person from culture
depicted and contains
several culturally
inaccuracies

2. Cultural Authenticity
Characterization Characters are
believable, grow
naturally, and show
depth. Characters are
described without
exaggeration in relation
to their culture
Characters are
somewhat believable but
depth is questionable.
Characters are
described with a few
stereotypes or biases.
Characters are portrayed
as caricatures of the
culture being presented.
Characters are
described with several
stereotypes or biases.
Adapted from Wilfong, L. G. (2007, January/February). A mirror, a window: Assisting teachers in selecting
appropriate multicultural young adult literature. International Journal of Multicultural Education, 9 (1), 1-13.
Multicultural Literature Rubric
Criteria 3 2 1
Cultural Authenticity Continued
Citations or
Acknowledgments
Author cites or
acknowledges multiple
works or people that
contributed to his or her
own knowledge for the
writing of the book.
Author cites or
acknowledges few works
or people that
contributed to his or her
own knowledge for the
writing of the book.
Author does not cite or
acknowledge any works
or people in relation to
the creation of the book.
Setting Setting is natural in
relation to the content of
the book and described
without using
stereotypes. Setting is
universal instead of
typical to the culture.
Setting is related using
few stereotypes. Setting
is in keeping with the
content of the book.
Setting could be
typical to the culture
presented.
Setting is related using
overt stereotypes.
Setting is unnatural I
relation to the content.
Setting is typical to the
culture presented.
Adapted from Wilfong, L. G. (2007, January/February). A mirror, a window: Assisting teachers in selecting
appropriate multicultural young adult literature. International Journal of Multicultural Education, 9 (1), 1-13.
Multicultural Literature Rubric
Criteria 3 2 1
Cultural Authenticity Continued
Style Dialogue and discourse
of book are natural to the
culture presented.
Content is easily
understood by both
members of the culture
portrayed and other
readers.
Dialogue and discourse
are slightly out of sync
with the culture
presented through some
stereotypes. Content
may be misinterpreted
by the members of the
culture portrayed and/or
other readers.
Dialogue and discourse
present overt
stereotypes of the
culture presented.
Content is harmful to the
members of the culture
portrayed and/or
misunderstood by other
readers.
Theme Theme is universal to all
cultures and applied
correctly to the cultural
portrayed
The theme may be
stereotypical of the
culture presented or may
not be applied correctly
The theme is
stereotypical of the
culture presented and/or
is applied in a hurtful
way to the culture
portrayed
Adapted from Wilfong, L. G. (2007, January/February). A mirror, a window: Assisting teachers in selecting
appropriate multicultural young adult literature. International Journal of Multicultural Education, 9 (1), 1-13.
Practice 2: Developing Multicultural Texts
Sets & Digital Stories
Culturally
Conscious
Books
A New Look at
Thanksgiving
By: M. Bruchae
& C. Grace
Neeny Coming,
Neeny Going By
K. English
Grandfathers
Journey
By A. Say
The Narrative of
the Life of
Frederick
Douglass
By F. Douglass
Socially
Conscious
Books
Fly away home
By Eve Bunting
Harvesting
Hope: The Story
of Cesar
Chavez
By K. Krull
Spilled Water
By S. Grindley
Allison
A. Say
Melting Pot
Books
The Flower
Garden
By Eve Bunting
The Snowy Day
By Ezra Jack
Keats
A Days Work
By Eve Bunting
The Tortilla
Factory
By: Gary
Paulsen
Pinterest and Text Sets
http://www.pinterest.com/ssharma/refugeeimmigrant-tales/
Devinas Story
Retrieved from http://www.youtube.com/watch?v=f0GP2z3gJnk
Authentic Native American Resource
Rocks Not
Happy In Sacks
Chicora and The
Little People: The
Legend of the
Indian Corn,
Shi-shi-etko
http://www.oyate.org
Gilbert, W. B., Moore, S. &
Novak, T. (2008). Rocks not
happy in sacks. Sicklerville,
NJ: Red Gravel Inc.
Boughman, A. & Cummings,
D. (2011). Chicora and the
little people: Legend of the
Indian corn, a lumbee tale.
Shingle Springs, CA: Aeon.
Campbell, J. I., & LaFave, K.
(2005). Shi-shi-etko. Berkeley, CA:
Groundwood Books
Practice 3: Be Aware of Cultural Bias

The Influence of a Picture
BookAlligators All Around is
probably my sons favorite
book. His favorite letter is G,
because its for getting
giggles.

"I really think this book has been
the key to my sons progress in
learning letters of the alphabet.
Because of this book, he also
loves gators now.
Retrieved from http://www.simplyrealmoms.com/posts/maurice-sendaka-tribute/
Sendak, M. (1962). Alligators all around. New York: NY. HaperCollins.
Alligators All Around
Retrieved from http://www.brainpickings.org/index.php/2012/07/18/alligators-all-
around-maurice-sendak-alphabet-book-1962/
How should culture bias be
addressed in the classroom?
Multi Media and Cultural Bias
As a society, we
are all exposed to
misconceptions
about people who
are not like us,
starting as young
as preschool.

Tatum, B. D. (1997). Defining racism: Can we talk? In Why Are All the Black
Kids Sitting Together in the Cafeteria? and Other Conversations about
Race, pp.3-13. New York, NY: Basic Books.
Posteritati (1960). Peter Pan original Italian Due
Fogli movie poster. Retrieved from: http://
www.amazon.com/PETER-Original-Italian-Fogli-
Poster/dp/B00H4IL6NQ/ref=sr_1_30?
ie=UTF8&qid=1399385237&sr=8-30&keywords
=original+Peter+pan+movie
Stances to Cultural Bias
Avoidance
Censorship reinforces bias that has been held for century
Based on limited information and limited beliefs
Acknowledgement
Apology
Based on insufficient informationleaving students nave & with
conflicting information
Informed
Provide material and factual resources to educate and
develop growing understanding of culture and beliefs

Practice 4: Know Multicultural Notables
Americas Childrens & Young
Adult Literature Award
American Indian Youth Literature
Award Winners
Arab American Book Award
Asian Pacific American Award for
Literature
Batchelder Award
Carter G. Woodson Book Award
Childrens Africana Book Awards
Coretta Scott King Book Award




IRA Notable Books for a Global
Society
Jane Addams Childrens Book
Award
John Steptoe Award for New
Talent
Pura Belpre Award
Schneider Family Book Award
Skipping Stones Honor Awards
Sydney Taylor Manuscript Award
Toms Rivera Mexican American
Childrens Book Award
Adapted from L. A. Smolen and R. A. Oswald,
2011, Multicultural literature and response:
Affirming diverse voices. Santa Barbara, CA:
Libraries Unlimited.

http://www.pinterest.com/ssharma/multicultural-notables/
Pinterest Board for Multicultural Notables
http://www.pinterest.com/ssharma/multicultural-notables/
Practice 5: Be GlobalGet To Know Your
Community
DiOrio, R. (2009). What does it mean to be global? Belvedere, CA: Little
Pickle Press. Retrieved from http://www.youtube.com/watch?v=4m9Sq_sirrQ

Shop in
neighborhoods
Attend local
community
events and
churches
Get to know
someone
form another
country.
Take
advantage
of getting to
know
people from
other
cultures in
more depth
Use Multicultural Literature as
Conversation Starters
Bunting, E. (2008). Walking
to school. New York, NY:
Houghton Mifflin.
Bunting, E. (2006). One
green apple. New York, NY:
Houghton Mifflin.

Woodson, J. (2001). The
other side. New York, NY:
G.P. Putnams Sons.

Dimension 2: Interaction With Families
Learning Their Stories
Practice 1: Reflect on Own Story
Because every person views the world through a
cultural lens that was shaped by their family,
community, and personal experiences, I first need
to recognize my own cultural lens through which
I view the world, and through my recognition, I
can begin the process slowly, slowly, one by one to
understand and embrace the culturally,
linguistically, and ability diverse children and
their families.
(Kidd, Sanchez, & Thorp, 2008, pp. 323-4)

Practice 2: Listen to Others Stories
My experience with gathering my
focus childs family story gave me a
whole picture of the child. It provided
continuity between the home and the
classroom, as well as providing a
stronger connection between family
and the school community.
(Kidd, Sanchez, & Thorp, 2008, p. 323)

Practice 3: Challenge
Assumptions and Biases
It was horrible to be faced with that ugly
part of myself, and for the first time, I was
conscious of the assumptions I was
bringing with me into the classroom. My
negative assumptions about this child
were wrong, and I was ashamed of my
thoughts but at the same time happy that
I was able to see that I did have
assumptions.
(Kidd, Sanchez, & Thorp, 2005, p. 353)

Practice 4: Bring Family Stories
Into the Classroom
I was one of those people who would say that
I was not racist because I treated everyone the
same. I didnt realize that by saying everyone
is the same you are taking away who they are,
their race, their identity, and their life
experiences!.I can now provide a classroom
where my students and their families feel
comfortable, where they see pictures of
themselves and their culture, and feel proud to
share their culture with their classmates.
(Kidd, 2011, p. 224)

Practice 5: Use What Is Learned From
Families to Provide Instruction
Making your class a place where
everyones social and cultural views are
respected and accepted makes learning
that much more meaningful for students.
By connecting the curriculum to the
students lives they feel included and
equally relevant in the classroom. This in
return can promote learning.
(Kidd, 2011, p. 230)

Practice 6: Reflect on Own Practice
Combining my knowledge of my own
background with an understanding of my role
within a greater context has enabled me to
critically reflect on my interactions,
relationships, and practices. Knowing myself
has helped me to empathize with people from
other backgrounds and cultures, ultimately
building stronger relationships out of mutual
respect.
(Kidd, 2011, p. 225)

Due to her [poor] gross and motor
coordination, Emily would fall frequently and
hurt herself. My first and natural instinct was to
run to her rescue; however, Emilys parents felt
quite differently. They wanted her to be
independent and strong!. As I examined my
cultural lens, I realized how my culture
embodies interdependence!.To confess,
there were several times when I followed my
own cultural beliefs and helped Emily when no
one was looking.
(Kidd, Sanchez, & Thorp, 2008, p. 322)

Dimension 3:
Effective Instructional Practices for Teaching
English Language Learners
Practice 1: Understand Linguistic and
Academic Competencies

Learn about ELLs
linguistic & academic
competence in L1

Learn about ELLs
linguistic & academic
competence in L2,
Practice 2: Build on the Language and
Academic Strengths of Emergent Bilinguals

Help them identify
similarities and
differences between L1
and L2 example:
paralelogramo/
paralellogram
Lower the affective
filter anxiety can
detract from learning
L2
Practice 3: Focus on Linguistic Forms

Facilitate second
language learning by
helping ELLs focus on
linguistic forms as they
are learning content
Point out the language
forms characteristic of
different academic
disciplines
Science uses the passive voice to emphasize
objectivity and procedures
Over 120 different contaminants have been dumped into the
river.
History describes past events and temporal
relationships among them. It uses different forms of the
past tense
The empress had bathed in the river for three days before the
emperor arrived with his retinue.
Math articulates precise relationships and procedures
involving numbers
It often uses present tense 2(x+1)=10 (equals)
Academic Language Forms
Examine materials to see what is likely to cause
difficulties
technical vocabulary
lengthy sentences
densely compacted
conceptually demanding text
complex language structures
idiomatic expressions, etc.
Examine classroom tasks
Determine what kinds of responses students need to make

Practice 4: Identify Language Demands
Inherent in Classroom Materials and Tasks

Visual tools: pictures, illustrations, maps, videos,
Smartboard, sentence frames, word walls
Graphic organizers: graphs, timelines, Venn
diagrams, K-W-L chart
Supplementary materials: trade books, study
guides, outlines of major concepts, Internet sites
Modified materials: notes in margins and glosses
of difficult vocabulary at the bottom of the page
Practice 5: Scaffold Learning With

Reduce the number of idiomatic expressions
(Hit the lights.)
Pause more frequently and for longer periods of
time between sentences
Provide outlines of lectures
Repeat key words and ideas
Build redundancy into lessons
Review key ideas at the end of lessons

Practice 6: Scaffold Oral Language


Provide clear and explicit instructions
Model how to do tasks
Group students with more proficient peers,
Engage students in group work
Have students write new words they are learning in
personal dictionaries
Build a classroom environment that is welcoming &
reduces anxiety

Practice 7: Scaffold Academic
Language and Content

Take Action!
Between Teacher and Child

Ive come to a frightening conclusion that I am the
decisive element in the classroom. Its my personal
approach that creates the climate. Its my daily mood
that makes the weather. As a teacher, I possess a
tremendous power to make a childs life miserable or
joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or heal. In all situations, it is
my response that decides whether a crisis will be
escalated or de-escalated and a child humanized or
dehumanized.
Ginott, H. (1975). Teacher and child: A book for parents and teachers. New York, NY: Macmillan.
Acknowledgments
International Reading Association
Committee for Diversity of Learning
2011-2014
Linda Akanbi, Ed.D.
Susan Grogan, Ph.D.
Abha Gupta, Ph.D.
Wendy Kasten, Ph.D.*
Julie Kidd, Ed.D.
Sue Ann Sharma, Ph.D.*
Diana Sisson, Ed.D.
Lynn Smolen, Ph.D.
Tanya Wright, Ph.D.

Principal Investigators*

Quantitative Analysis TeamPhase 1
Yeaton Clifton, Ph.D.
Sue Ann Sharma, Ph.D.
Tanya Wright, Ph.D.

Qualitative Analysis TeamPhase 1
Abha Gupta, Ph.D.
Julie Kidd, Ed.D.
Wendy Kasten, Ph.D.
Sue Ann Sharma, Ph.D.
Tanya Wright, Ph.D.

Qualitative Analysis TeamPhase 2
Abha Gupta, Ph.D.
Julie Kidd, Ed.D.
Wendy Kasten, Ph.D.
Sue Ann Sharma, Ph.D.
Tanya Wright, Ph.D.
Lynn Smolen, Ph.D.

Contact Information
Sue Ann Sharma, Ph.D. sa3sharm@oakland.edu
Julie Kidd, Ed.D. jkidd@gmu.edu
Lynn Smolen, Ph.D. lsmolen@uakron.edu
Diana Sisson, Ed.D sissonconsulting@comcast.net
References

Au, K. H. (1983). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt
Brace.
Banks, J. (1993). Multicultural education: Historical development, dimensions, and
practice. Review of Research in Education, 19, 3-49.
Boughman, A. & Cummings, D. (2011). Chicora and the little people: Legend of the
Indian corn, a lumbee tale. Shingle Springs, CA: Aeon.
Bunting, E. (2008). Walking to school. New York, NY: Houghton Mifflin.
Bunting, E. (2006). One green apple. New York, NY: Houghton Mifflin.
Campbell, J. I., & LaFave, K. (2005). Shi-shi-etko. Berkeley, CA: Groundwood Books.
Cochran-Smith, M., Davis, D., & Fries, K. (2004). Multicultural teacher education: research,
practice, and policy. In Banks, J. A. (Ed.), Handbook of research in multicultural education
(2nd ed., pp. 931936). San Francisco, CA: Jossey-Bass.
Cochran-Smith, M. & Zeichner, K. (2005). Studying teachers education: The report of the
AERA panel on research in teacher education. Lawrence Erlbaum, 7(3). 20-27.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire.
Clevedon, UK: Multilingual Matters.
Darling-Hammond, L. & Bransford, J. (Eds.). (2005). Preparing teachers for a changing
world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
Demi, (1998). The Dalai Lama: With a foreword by his holiness the Dalai Lama. New
York, NY: Henry Holt and Company.
DiOrio, R. (2009). What does it mean to be global? Belvedere, CA: Little Pickle.
Press. Retrieved from http://www.youtube.com/watch?v=4m9Sq_sirrQ
Douglas, F. (1845). Narrative of the the life of Frederick Douglass, an American slave.
New York, NY: Signet Classics. 2005 Print.
References

Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of
Teacher Education, 61(1-2), 143-152.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.).
London: Taylor & Francis.
Geertz, C. (1973). The interpretation of culture: Selected essays. New York, NY: Basic
Books.
Ginott, H. (1975). Teacher and child: A book for parents and teachers, New York, NY:
Macmillan.
Gopalakrishnan, A. (2011). Multicultural childrens literature: A critical issues approach.
Thousand Oaks, CA: Sage Publications.
Hollins, E. & Torres-Guzman, M.E. (2005). Research on preparing teachers for diverse
populations. Cochran-Smith, M. & Zeichner, K. (Eds.). Studying teacher education the
report of the AERA panel on research and teacher education: (pp.477-544). Mahwah, NJ:
Lawrence Erlbaum Associates.
International Reading Association's Standards for Reading Professionals (2010). Retrieved
from
http://www.reading.org/General/CurrentResearch/Standards/
ProfessionalStandards2010.aspx
Kasten, W. C.; Kristo, J. V.; and McClure, A.A (2005). Living literature: Using childrens
literature to support reading and language arts. Upper Saddle River, New Jersey: Pearson
Education.
Keats, E.J. (1962). The snowy day. New York, NY: Penguin Books.
Kidd, J. K. (2011). Unlearning colorblindness and learning from families. In A. M. Lazar &
P. Ruggiano Schmidt (Eds.). We can teach and we can learn: Achievement in culturally
responsive literacy classrooms (pp. 218-234). New York: Teachers College Press.

References
Menken, K., & Antunez, B. (2001). An overview of the preparation and certification of
teachers working with limited English proficient students. Washington, DC: National
Clearinghouse of Bilingual Education. Retrieved from www.eric.ed.gov/ERICWebPortal/
recordDetail?accno=ED455231.
Kidd, J. K., Snchez, S. Y., & Thorp, E. K. (2005). Cracking the challenge of changing
dispositions: Changing hearts and minds through stories, narratives, and direct cultural
interactions. Journal of Early Childhood Teacher Education, 26(4), 347-359.
Kidd, J. K., Snchez, S. Y., & Thorp, E. K. (2008). Defining moments: Developing culturally
responsive dispositions and teaching practices in early childhood preservice teachers.
Teaching and Teacher Education, 24(2), 316-329.
Krashen, S. D. (1982). Principles and practices in second language acquisition. New York:
Pergamon Press.
Ladson-Billings, G. (1998). Preparing teachers for diverse student populations: A critical
race theory perspective. Review of Research in Education, 24(2), 211-247.
Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban
schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(7), 37-62.
Lenski, S. D., Crumpler, T. P., Stallworth, C., & Crawford, K. M. (2005). Beyond
awareness: Preparing culturally responsive preservice teachers. Teacher Education
Quarterly,32(2), 85-98.


References
Lucas, T. Villegas, A. M., & Freedson-Gonzalez, M. (2008). The culturally responsive
teacher: Preparing classroom teachers to teach English language learners. Journal of
Teacher Education, 59(4), 361-373.
Miles, M. B, Huberman, M. (1994). Qualitative Data Analysis: An Expanded Sourcebook.
Thousand Oaks, CA: Sage Publications.
National Center for Education Statistics. (2013). The conditions of education. Retrieved
from http://nces.ed.gov/programs/coe/.
National Center for Education Statistics. (2011). The conditions of education. Retrieved
from http://nces.ed.gov/programs/coe/ analysis/2011-index.asp
Norton, D. E., (2012). Multicultural children's literature: Through the eyes of many children
(4
th
ed.). NY, NY: Pearson.
Pappamihiel, N. E. (2002). English as a second language students and English language
anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36,
327-355.
Reardon, S.F., & Bischoff, K. (2011). Income inequality and income segregation. American
Journal of Sociology, 116(4), 1092-1153.
Risko, V. J. & Bromley, K. (2001). Collaboration for diverse learners: Viewpoints and
practices. Newark, DE; International Reading Association.
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics
perspective. Mahwah, NJ: Lawrence Erlbaum.
Shudak, N. J. (2010). Diversity in teacher education: A double helix. Academic Questions,
23(3), 348-355.
Simonds, B. K., Lippert, L. R., Hunt, S. K., Angell, M. E., & Moore, M. K. (2008).
Communication and diversity: Innovations in teacher education. Communication Teacher,
22(2), 56-65.



References

Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the
overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106.
Smolen, L.A. & Oswald, R. A. (Eds.) (2011). Multicultural literature and response: Affirming
diverse voices. Santa Barbara, CA: Libraries Unlimited.
Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and
procedures for developing grounded theory (2
nd
ed.). Thousand Oaks, CA: Sage
Publications.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.) Input in
second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
Tatum, A. W. (2003). Professional development for teachers of African American
adolescents. Illinois Reading Council Journal, 30(1), 42-52.
Tatum, B. D. (1997). Defining racism: Can we talk? In Why Are All the Black Kids Sitting
Together in the Cafeteria? and Other Conversations about Race, pp.3-13. New York, NY:
Basic Books.
Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for
language minority students long-term academic achievement. Santa Cruz: University of
California, Center for Research on Education, Diversity, and Excellence.


References

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all
learners. Alexandria, VA: Association of Supervision and Curriculum Development.
Villegas, A. M. & Lucas, T. (2007). The culturally responsive teacher. Educational
Leadership, 64(6), 28-33.
Vygotsky, L. (1978). Mind in society. Cambridge University Press.
Walqui, A. (2008). The development of teacher expertise to work with adolescent English
learners: A model and a few priorities. In L. S. Verplaetse & N. Migliacci (Eds.), Inclusive
pedagogy for English language learners: A handbook of research-informed practices (pp.
103-125). New York, NY: Lawrence Erlbaum.
Wilfong, L. G. (2007, January/February). A mirror, a window: Assisting teachers in
selecting appropriate multicultural young adult literature. International Journal of
Multicultural Education, 9 (1), 1-13.
Woodson, J. (2001). The other side. New York, NY: G.P. Putnams Sons.