The purpose of this study was to examine American preservice classroom teachers' self-reported learning outcomes after partaking in a weekly Korean percussion ensemble in an elementary music-methods course. The preservice classroom teachers rehearsed a Korean percussion ensemble piece ("Samulnori") as their course routine for half of the…

Several educational researchers have critiqued the increasing marginalization of foundations coursework in teacher education programs within the United States. Situated within a teacher certification program at a Predominately White Institution without foundations courses, this self-study examined an English methods course designed to address this…

This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

Background: The ability to effectively teach culturally and linguistically diverse students is critically important. Research has shown that providing teacher candidates educative experiences through critical service-learning can better prepare future teachers and can foster a social justice stance. Purpose: This study examines teacher candidates'…

Inspired by critical race and feminist perspectives, this paper complicates the conversation on preparing arts educators for diversity and equity. The authors ground their research on the premise that arts educators committed to challenging social inequalities must understand sociocultural influences on art, curriculum, teaching, and learning. The…

We used the Multicultural Mathematics Dispositions (MCMD) framework to analyze preservice teachers' (PSTs) dispositions to teach diverse student populations during a cultural awareness unit in a mathematics methods course. The framework is defined as a function of three constructs: openness, self-awareness/self-reflectiveness, and commitment to…

The teaching force in the United States of America is still predominantly white and monolingual. Yet, the U.S. population is rapidly becoming culturally and ethnically diverse. As a result, white teachers have expressed doubt in their efficacy in teaching students whose cultures are different than theirs (Helfrich & Bean, 2011). The purpose of…

In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided…

Research has repeatedly documented that teachers are underprepared to teach mathematics effectively in diverse classrooms. We believe critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support capitalizing on children's cultural, linguistic, and…

Presents case studies of three Anglo American preservice teachers as they worked with children of color and/or poverty. Asks the preservice teachers to look within to explore their own literary backgrounds in a reading-autobiography assignment. Argues the combination of autobiographical accounts with reflective field experiences helps preservice…

Describes three case studies of young, middle-class European American female preservice teachers' experiences teaching literacy to diverse students literacy while enrolled in a field-based literacy methods course. Finds field experiences had a greater impact on one preservice teacher than on the other two in terms of enhanced capabilities for…

Interpretive analysis of preservice teachers' writings and discussions during an elementary-science methods course identified the teachers' positivist views of knowledge, learning, and teaching as prominent tools for guiding understanding of and reaction to ideas of teaching science to diverse student populations. Discusses the impact on teachers'…

A survey instrument was developed to examine preservice teachers' understanding of classroom issues related to exceptional needs and cultural diversity. The instrument was administered to 832 preservice teachers at universities in Alabama, Michigan, Montana, New York, and Washington at 3 levels (beginning, middle, and end of program). Data are…

Focuses on how second-language children are portrayed in reading and language arts methods textbooks and in practice-oriented reading and language arts journals. Suggests that, although teachers probably have had some contact with issues in second-language reading, professional writings do not provide a thorough discussion of second-language…

Evaluated a restructured literacy methods course intended to empower teachers to teach linguistically diverse students, examining the impact of the course redesign and team teaching. Data from observations of student teachers and focus group interviews indicated that participants felt well-prepared to teach second language learners, though they…