Teacher Thinking in Cultural Contexts by Francisco A. Rios (English) Paperback B

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Explores how teachers think about students of color and/or a multicultural curriculum and presents opportunities for reconstructing teacher knowledge of the cultural context.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

Explores how teachers think about students of color and/or a multicultural curriculum and presents opportunities for reconstructing teacher knowledge of the cultural context.

Author Biography

Francisco A. Rios is Assistant Professor in the College of Education at California State University-San Marcos.

Table of Contents

Preface Introduction Francisco A. Rios 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. Rios 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 David Whitehorse Notes References Index

Review

"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

Long Description

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.

Review Quote

"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

Details ISBN0791428826 Pages 400 Publisher State University of New York Press Language English ISBN-10 0791428826 ISBN-13 9780791428825 Media Book Format Paperback DEWEY 371.102 Year 1996 Short Title TEACHER THINKING IN CULTURAL C DOI 10.1604/9780791428825 Place of Publication Albany, NY Country of Publication United States Illustrations Total Illustrations: 0 AU Release Date 1996-03-14 NZ Release Date 1996-03-14 US Release Date 1996-03-14 UK Release Date 1996-03-14 Author Francisco A. Rios Series SUNY series, The Social Context of Education Publication Date 1996-03-14 Imprint State University of New York Press Alternative 9780791428818 Edited by Francisco A. Rios Audience Professional & Vocational We've got this

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