Table of contents for Language, culture, and community in teacher education / editor, Maria Estela Brisk.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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Contents
Note from Dr. Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education and Acknowledgements
Foreword: Marilyn Cochran-Smith, Boston College 
Preface
Chapter 1: The Poisoning of Racial and Ethnic Identities: An Educational Challenge (Donaldo Macedo, University of Massachusetts, Boston) 
Part I: Knowledge
Chapter 2: Language, Culture, and Identity (Courtney Clayton, Boston College; Ray Barnhardt, University of Alaska, Fairbanks; & Maria Estela Brisk, Boston College)
Chapter 3: Teaching Students who Speak African American Language (AAL): Expanding Educators¿ and Students¿ Linguistic Repertoires. (Gloria Swindler Boutte, Benedict College)
Chapter 4: Language and the Deaf World: Difference not Disability (Robert Hoffmeister, Boston University)
Chapter 5: Rethinking the Case for Culture-Based Curriculum: Conditions that Support Improved Mathematics Performance in Diverse Classrooms (Sharon Nelson Barber, WestEd; Jerry Lipka, University of Alaska Fairbanks)
Part II: Practice
Chapter 6: ESL is Good Teaching ¿Plus:¿ Preparing Standard Curriculum Teachers for All Learners (Ester J. de Jong & Candace A. Harper, University of Florida, Gainsville)
Chapter 7: Transforming Hearts and Minds (Socorro G. Herrera, Kevin G. Murry, and Della R. Pérez, Kansas State University)
Chapter 8: Highly Qualified Teachers for Our Schools: Developing Knowledge, Skills, and Dispositions to Teach Culturally and Linguistically Diverse Students (Jorgelina Abbate-Vaughn, University of Massachusetts, Boston)
Chapter 9: Teacher Education to Serve a Native Hawaiian Community: Lessons Learned (Kathryn H. Au, University of Hawaii, Manoa, Yvonne Kaulukane Lefcourt, University of Illinois, & Alice J. Kawakami, University of Hawaii)
 Chapter 10: ¿Does She Speak English?:¿ Hmong Educators In Western Wisconsin
 (Ronald S. Rochon, Buffalo State College, Clifton S. Tanabe, University of Hawai¿I at Manoa, & Tamara H. Horstman-Riphahan, University of Wisconsin, LaCrosse)
Chapter 11: Program and Faculty Transformation: Enhancing Teacher Preparation 
 (Maria Estela Brisk, Boston College)
Chapter 12: Faculty Perspectives on Integrating Linguistic Diversity Issues into an Urban Teacher Education Program (Aida A. Nev rez-La Torre, Fordham University; Jayminn S. Sanford-DeShields, Catherine Soundy, Jaqueline Leonard, and Christine Woyshner, Temple University)
Part III: Policy
Chapter 13: Educational Policy and Linguistic Diversity: A Critical Analysis of Teacher Certification Requirements (Lisa Patel Stevens, Boston College)
Chapter 14: Language, culture, policy, and standards in teacher preparation: Lessons from research and model practices addressing the needs of CLD children and their teachers. (Alicia Ardila-Rey, AACTE)
Conclusion
About the Authors
Appendix 1: Culture, Language, and Community in Teacher Preparation: Proceedings and Recommendations from the Wingspread Conference. Racine, Wisconsin, September 2005

Library of Congress Subject Headings for this publication:

Linguistic minorities -- Education -- United States.
Teachers -- Training of -- United States.
Language and education -- United States.
Language and culture -- United States.