Oksana Vulchyn
Reflection #1
September, 15, 2008
The School of Education’s Conceptual Framework offers an overview of the
prominent four themes derived from our Mission Statement: Social Justice,
Collaboration, Diversity, and Critical Self-Reflection and Reflective Practice. Reflecting
the philosophical orientations of the School of Education these four themes overlap and
emphasize the importance of one another (Brooklyn College, 2002).
The ideals of social justice, collaboration, critical self-reflection and diversity are
reflected in our course objectives and outcomes, and act as the guides to us in our role as
pedagogues.
Attention to social justice issues incorporates a series of sociological dimensions
in education. Taking this into consideration can help us with the selection of our research
topic. In terms of the ideal of social justice, as pedagogues, we should create classrooms
that favor inclusiveness over alienation, use pedagogies that embrace the variety of
cultures represented in our classrooms, and support those most disadvantaged by the
socioeconomic, racial, cultural and linguistic inequities in our schools and society.
Collaboration is an inseparable part of our course. Working on a research with a
classmate will provide us an opportunity to consistently contribute knowledge, opinions,
and skills, accept and fulfill individual roles within the group, and value the knowledge
and skills of each other. Talking about collaboration we, as educators, should be involved
in students’ lives by collaborating with families, teachers and administrators, create
classrooms that encourage opportunities for student collaboration, and participate in
professional organizations and meetings.
To grasp where we honestly are in relation to our goals, we should regularly
examine the quality of our work throughout this course. In terms of self-evaluation in our
role as pedagogues, we should critically reflect on our practices, the students we work
with, the communities we work in and our own development as professionals, and
develop classrooms where trust, critical self-reflection and respect are valued.
As for the diversity, as pedagogues we should be understanding of and sensitive
to our own and others’ racial, religious, cultural, linguistic, and sexual and gender
identities, and integrate multicultural educational theories into our professional practice.
According to Banks, “A major goal of the school should be to help students acquire the
knowledge, skills, and attitudes needed to function effectively within the national
macroculture, their own microcultures, and with and across other microcultures” (1997).
References
Banks, J. (1997). Educating Citizens in a multicultural society. New York: Teachers
College Press.
City University of New York Brooklyn College, School of Education. (2002).
Conceptual Framework. Retrieved September 5, 2008, from
http://schooled.brooklyn.cuny.edu/IR-CF.htm
Introduction
The Conceptual Framework offers an overview of the salient themes culled from our mission
statement. While these themes do not address every aspect of our program, they do reflect the
most pressing commitments of our faculty and the philosophical orientations of the School of
Education. We are committed to prepare our candidates to use integrated methodologies;
therefore, technology is infused throughout our coursework. We are also deeply committed to
diversity. More than any other belief, we hold that understanding, addressing and learning to
respond to issues of diversity is central to our work as educators. We present it as a theme unto
itself as a way of reiterating its centrality to all the programs.
The themes that follow are meant to provide students and interested parties with a substantive
sense of our work at the School of Education and in the schools we serve.
Collaboration
The School of Education embraces the philosophy that preparing and supporting high quality
educators is a collaborative process that requires sustained dialogue between relevant parties at all
levels of our future practitioners’ academic and professional lives. We believe that our graduates
should not only have a desire for collaboration, but should also strive to develop within their
schools collaborative learning communities that are socially just, and intellectually and aesthetically
rich.
We recognize that collaboration is not easily achieved across organizational boundaries, cultural
differences, professional roles and other asymmetrical power and status relations. Yet it is through
forging collaborative bonds that we achieve our best in teaching and learning at all levels, and
achieve professional growth while challenging others as well as ourselves. Therefore, we
encourage the practice of collaboration in all our pedagogical, and administrative practices, and in
the provision of related services, while we work with all constituencies within and beyond school
contexts to forge strong professional connections and common objectives for action, research and
teaching.
Research demonstrates the connection between the preparation of educators and the achievement
of their own students (Darling-Hammond & Ball, 1998; Sanders & Horn, 1994). We work with all our
partners to identify, acquire, and demonstrate the specific knowledge, skills and sensibilities that
we anticipate as outcomes for teacher candidates and other school personnel in our programs.
One of the best ways to achieve these goals is to model collaborative practices ourselves. Whether
we are working with our colleagues at Brooklyn College, our partners in schools, school districts
and communities, or policy makers and representatives at the State and local level, the faculty in
the School of Education believes active collaboration improves outcomes for all involved. Our use
of technology enhances our capacity to strengthen the alliances we have with all of these groups.
Through collaboration we seek to improve the preparation of educators, improve teaching and
learning in our institution and improve teaching and learning in the local schools, and most
important, foster the intellectual and emotional well-being of those students with whom our
graduates work.
We are committed to sustaining and expanding the conversations with all those who are central in
the preparation of our graduates, because we believe that such collaboration enhances educators’
abilities to enrich the lives of students in a variety of educational settings. Faculty in the School of
Education initiates and maintains conversations with the college’s liberal arts and sciences faculty.
Well-established partnerships extend to our schools and school districts (Avinger & Tighe, 1994;
Mantle-Bromley, 1998; Sandholtz & Finan,1998; Saunders, 1998), community organizations (Smith
& Thomases, 2001), cultural institutions, parent groups (Comer et. al, 1996; Phillips et al, 2000),
professional organizations and the business community. Understanding full well the importance of
policy in shaping educational practices, faculty have attempted to collaborate with policy makers
and to help teacher candidates and other school personnel understand and participate in the
formulation of educational policy. We are committed to working with all groups, not only to help
shape educational policies, but also so we can better help future educators develop professionally.
Performances
1. Our teacher candidates and other school personnel are prepared to involve themselves in
students’ lives by collaborating with families, teachers, administrators and support staff, by
participating in a wide variety of team building activities in schools, and by developing connections
to relevant community groups, agencies, and other professionals that support educational efforts.
2. Our teacher candidates and other school personnel are prepared to establish respectful and
consistent relationships with families from diverse communities and seek to develop cooperative
and reciprocal relationships with families in support of student learning and well-being.
3. Our teacher candidates and other school personnel are prepared to contribute to and benefit
from new knowledge in their disciplines by participating in professional organizations and
professional meetings.
4. Our teacher candidates and other school personnel are prepared to use and learn from multiple
community resources to foster student learning and well-being.
5. Our teacher candidates and other school personnel are prepared to work in collaboration in the
development and implementation of curriculum, instruction practices and evaluation of student
learning and teaching.
6. Our teacher candidates and other school personnel are prepared to create classrooms that
foster opportunities for student collaboration thereby enhancing student learning and social
development.
Bibliography
Avinger, C. & Tighe, M. A. (1994). Partnerships that work: Toward effective collaboration for inservice education. Educational Horizons, 72, 170-175.
Comer, J., Haynes, N., Joyner, E. and Ben-Avie, M. (1996). Rallying the Whole Village: the Comer
Process for Reforming Education. New York: Teachers College Press.
Darling-Hammond, L. and Ball, L. (1998). Teaching for high standards: What policy makers need
to know and be able to do. Philadelphia, PA: National Commission on Teaching and America’s
Future and Consortium for Policy research in Education.
Mantle-Bromley, C. (1998). "A day in the life" at a professional development school. Educational
Leadership, 55(5), 48-51.
Phillips, C., Prue, J. F., Hasazi,, S. B., & Morgan, P. (2000). Personal learning plans: Building
collaboration among teachers, students with disabilities and their parents. NASSP Bulletin, 84, 2834.
Sanders, W.L. and Horn, S.P. (1994). The Tennessee value aided assessment system: Mixedmodel methodology in educational assessment. Journal of Personnel Evaluation in Education, 8,
229-313.
Sandholtz, J. H., & Finan, E. C. (1998). Blurring the boundaries to promote school-university
partnerships. Journal of Teacher Education, 49, 13-15.
Saunders, L. (1998). Learning together. Thrust for Educational Leadership, 28, 18-21.
Critical self-reflection and reflective practice
The School of Education is committed to fostering critical self-reflection and reflective practice. We
view the work of educators as a recursive activity that involves reflection on both personal
knowledge and professional practice. As a faculty we recognize the importance of reflecting
critically on our own educational endeavors and understanding the complicated nature of
educational experience. We thus invite our teacher candidates and other school personnel to
reflect on their own life histories and on the pedagogical and disciplinary knowledge that gives
content, meaning and intention to their practice.
We believe autobiographical work (Eisner, 1985, 1991; Connelly and Clandinin, 1987; Goodson &
Cole, 1993; Goodson & Walker, 1991;Grumet, 1990; Kinchloe, 1991; Miller, 1990; Noddings, 1986,
1992; Pinar, 1994) helps educators explore their assumptions about educational practices and the
students with whom they work, as well as the diverse communities that influence that work. Such
critical self-reflection enables professionals to understand their own role in jointly shaping what
occurs in classrooms and schools (Britzman, 1998; Ellsworth, 1997; Freire and Faundez, 1993;
Greene, 1978; Pinar, 1994; Schon, 1983), and helps practitioners remain attuned to their students’
and their own emotional and intellectual needs (Appel, 1996; Palmer,1998; Silin, 1995). Critical
self-reflection requires that our educators not only become familiar with and experience various
approaches to self-reflection but also learn the value, skills and art of creating classroom and
school cultures that value mutual respect, imaginative identification and mindfulness of oneself and
others (Banks, 1981; Palmer, 1998; Portuges, 1985).
We believe a professional also must reflect upon his or her own practice, rethinking it in terms of its
intentions and its outcomes, as well as the actual felt experience of that practice (Eisner, 1991;
Jackson, 1986; Henderson,1992; O'Reilley, 1998; Shulman, 1987). Such reflective practice
requires that our educators can make connections between the knowledge, research, scholarship
and methods constitutive of their particular discipline and their own practice (Eisner,1985;
Shulman,1987; Willis and Shubert, 1991). Furthermore, we encourage our educators to reflect on
the historical, political, aesthetic, and philosophical dimensions of their pedagogical and disciplinary
knowledge, and we help them cultivate and sustain an appetite for and understanding of the
research and scholarship relevant to their practice (Cuban, 1993; Henderson, 1992). Such work
requires that our educators learn to research their own educational practice by articulating
compelling questions about their practice, their students, the communities where they work and
their subject area, and by knowledgably and sensitively investigating these questions.
As a School of Education, we work to develop a culture of critical self-reflection and reflective
practice. Through surveys, focus groups, and meetings at various administrative levels, the faculty
in the School of Education elicits feedback from current and former students and faculty and
reflects on that information to improve our own practices and programs. Faculty at the
undergraduate and graduate levels offer their teacher candidates and other school personnel
multiple methods for engaging in self-reflective practices and reflective practice. Understanding that
the journey to knowing oneself and one’s discipline is intimately connected to knowing, educating
and helping others, the School of Education insures that its graduates have engaged in critical selfreflection and know how to reflect critically on their own practices.
Performances
1. Our teacher candidates and other school personnel are prepared to integrate into their practice
various methods of self-reflection to gain insight into themselves and their impact on student
learning and well-being.
2. Our teacher candidates and other school personnel are prepared to critically reflect on their own
assumptions about their practices, the students with whom they work, the communities in which
they work and their own development as professionals.
3. Our teacher candidates and other school personnel are prepared to use classroom observation,
self-reflection, and research as sources for evaluating outcomes of their practices as a basis for
experimenting with, reflecting on, and revising practice.
4. Our teacher candidates and other school personnel are prepared to develop classroom
communities where trust, mutual respect, mindfulness and critical self-reflection are valued.
Bibliography
Appel, S. (1996) .Positioning Subjects: Psychoanalysis and Critical Education Studies. Westport,
Conn.: Bergin and Garvey.
Banks,J. (1981). Multiethnic education: Theory and practice. Boston, MA: Allyn & Bacon.
Britzman, D.(1998). Lost Objects, Contested Objects: Toward a Psychoanalytic Inquiry of
Learning. Albany, NY: SUNY Press.
Connelly, M.and Clandinin, J. (1987).Teachers’ Personal Practical Knowledge: What Counts as
‘Personal’ Is Studies of the Personal. Journal of Curriculum Studies, 19 (6): 487-500.
Cuban, L.(1993). How Teachers Taught: Constancy and Change in America’s Classrooms 18901980. New York, NY: Longman Press.
Ellsworth, E. (1997). Teaching Positions: Difference, Pedagogy and the Power of Address. New
York, NY: Teachers College Press.
Eisner, E. (1985). The Art of Educational Evaluation: A Personal View. London, England: Falmer
Press.
(1991).The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice.
New York, NY: Macmillan.
Freire, P. and Faundez, A. (1993). Learning to Question: A Pedagogy of Liberation. New York, NY:
Continuum Books.
Goodson, I. and Walker, R. (1991). Biography, Identity and Schooling: Episodes in Educational
Research. London, England: Falmer Press.
Goodson, I. and Cole, A. (1993). Exploring the Teacher’s Professional Knowledge. In McLaughlin,
D. and Tierny, W. (Eds). Naming Silenced Lives: Personal Narratives and the Process of
Educational Change, (71-94). New York, NY: Routledge.
Greene, M.(1978). Landscapes of Learning. New York, NY: Teachers College Press.
Grumet, M.(1990). Retrospective: Autobiography and the Analysis of Educational Experience.
Cambridge Journal of Education, 20 (3): 321-326.
Henderson, J. (1992). Reflective Teaching: Becoming an Educator. New York, NY: Macmillan.
Jackson, P. (1986). The Practice of Teaching. New York, NY: Teachers College Press.
Kinchloe, J. and Pinar, W.(1991). (Eds). Curriculum as Social Psychoanalysis: The Significance of
Place. Albany, NY: SUNY Press.
Miller, J. (1990). Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment.
Albany, NY: SUNY Press.
Noddings, N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education.
New York, NY: Teachers College Press.
(1986).“Fidelity in Teaching, Teacher Education, and Research for Teaching.” Harvard Educational
Review, 56 (4): 496-510.
O'Reilley, M.(1998). Radical Presence: Teaching as Contemplative Practice. Postrmouth, NH:
Boyton/Cook.
Palmer, P. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San
Francisco: Jossey-Bass.
Pinar, W.(1994). Autobiography, Politics and Sexuality: Essays in Curriculum Theory, 1972-1992.
New York: Peter Lang.
Portuges, C. (1985). (Ed). Gendered Subjects: The Dynamics of Feminist Teaching. Boston, MA:
Routledge & Kean Paul.
Schon, D.(1983).The Reflective Practitioner: How Professionals Think in Action. New York. NY:
Basic Books.
(1991).(Ed). The Reflective Turn: Case Studies in and on Educational Practice. New York, NY:
Teachers College Press.
Shulman, L.(1987). Knowledge and Teaching: Foundations of the New Reform. Harvard
Educational Review, 57 (1): 1-22.
Silin, J. (1995). Sex, Death, and the Education of Children: Our Passion for Ignorance in the Age
of Aids. New York, NY: Teachers College Press.
Willis, G. and Shubert, W.(1991). (Eds). Reflections for the Heart of Educational Inquiry:
Understanding Curriculum and Teaching through the Arts. Albany, NY: SUNY Press.
Social Justice
In A Theory of Justice, John Rawls (1971) argues that where a democracy exists “justice is the first
virtue of social institutions” Because democracy requires a substantive concern for equity, the
faculty of the School of Education is committed, in theory and practice, to social justice. This
commitment involves a vision of education that “extend[s] the principles of liberty, equality, and
justice to the widest possible set of institutional and lived relations” (Giroux, 1983). We believe that
an education centered on social justice prepares the highest quality of future teachers, school
counselors, school psychologists and administrators to assume an active role in shaping the social,
cultural, and political future of their communities and beyond. We prepare educators to “cross
physical, cultural, and economic borders as they develop shared meanings and purposes”
(AACTE, 2003) in classrooms and other educational settings.
Realizing that inequalities persist in educational institutions, we are determined and committed to
demonstrate democratic ideals for the teacher candidates and other school personnel in our
programs. We recognize the challenges we face in preparing educators to be advocates for those
on the margins of society.“ Of the many challenges facing public schools today, none is more
formidable than eliminating racial, ethnic, and economic inequities in educational opportunity and
student achievement” (Larson and Ovando, 2001;Lather, 1991).Given the historical roots of
injustice, we are committed to helping practitioners see the vast possibilities of moving toward an
equitable and just world knowing that “extreme inequalities in matters of race, gender and class
often survive on the implicit understanding that there is no alternative” (Ayers et al, 1998;Sen,
1992;Weis & Fine, 1993).
Our commitment to social justice is grounded in our accepting responsibility to expand the
opportunities for an inclusive society. We believe “ the substantive freedoms that we respectively
enjoy are extremely contingent on personal, social and environmental circumstances” (Sen,
1992).With this in view, we are working to create a society that supports liberty, dignity and
freedom of expression for all. We develop in our students a deeper understanding of the quest for
social justice. Also, we develop a respect for and a support of the inclusion of multiple cultures and
voices in creating shared educational visions. We educate teacher candidates and other school
personnel about issues of social injustice such as institutionalized racism, sexism, classism, and
heterosexism (Fine et al, 1996; Nussbaum, 1999); and invite them to develop strategies and
practices that challenge biases against non-English speakers, immigrants, and those with special
needs. Thus, we strive not to reproduce the social, economic, political, and cultural inequities in
society, but to explicitly build collaborations. These efforts will help to ensure input from all
stakeholders and to generate opportunities for everyone to be co-owners, thus shifting the balance
of power in ways that create a truly democratic society.
Performances
1. Our teacher candidates and other school personnel are prepared to demonstrate a knowledge
of, language for, and the ability to create educational environments based on various theories of
social justice.
2. Our teacher candidates and other school personnel are prepared to develop strategies that
create classrooms and other educational settings that favor inclusiveness over alienation and
promote high expectations for students from historically oppressed groups.
3. Our teacher candidates and other school personnel are prepared to demonstrate in their practice
strategies that support every student’s effort to reach the highest level of academic achievement
and to use pedagogies that embrace the wide range of cultures represented in today’s classrooms.
4. Our teacher candidates and other school personnel are prepared to demonstrate a knowledge of
the basic rights of all human beings and to encourage critical thinking and a sense of community
among the diverse students with whom they practice.
5. Our teacher candidates and other school personnel are prepared to develop learning
communities in partnership with other stakeholders in schools and their neighborhoods to build
collaborations that are democratic and empowering for all citizens.
6. Our teacher candidates and other school personnel are prepared to engage in conversations
with school communities and others to support those most disadvantaged by the socioeconomic,
racial, cultural, linguistic and economic inequities in our schools and society.
7.Our teacher candidates and other school personnel are prepared to be caring advocates and
change agents for all students and their families in pursuit of academic excellence and social
equality.
Bibliography
American Association of Colleges in Teacher Education (2003) Service Learning Monograph
No.3.Washington, D.C.
Ayers, W., Hunt, J.A., Quinn, T., and Greene, M. (1998). Teaching for Social Justice: A Democracy
and Education Reader. New Press.
Fine, M., Powell, L., Weis, L., and Mun Wong, L. (Eds.) (1996). Off White: Readings on Race,
Power and Society. New York: Routledge.
Giroux, H. (1983).Theory and Resistance in Education: A Pedagogy for the Opposition. New York:
Bergin and Garvey Press.
Larson, C.L. & Ovando, C.J. (2001). The Color of Bureaucracy: The Politics of Equity in
Multicultural School Communities. Wadsworth Press.
Lather, P.A. (1991). Getting Smart: Feminist Research and Pedagogy with the Postmodern. New
York: Routledge.
Nussbaum, M. (1999). Sex and Social Justice. New York: Oxford University Press
Rawls, J. (1971) A Theory of Justice. Cambridge MA: Harvard Press
Sen, A. (1992). Inequality Re-examined. Cambridge, MA: Sage Publications
Weis, L. and Fine, M. (Eds.)(1993). Beyond silenced voices: Class, Race, and Gender in U.S.
Schools. New York: State University of New York Press.
Diversity
Throughout the programs, curricula, practices and in the ethos of the school itself, the School of
Education is committed to addressing issues of race, ethnicity, class, cultural and linguistic
diversity, religion, gender, sexuality and special needs, as well as to accommodating learner
differences and styles. Extensive research has clearly demonstrated the relationships between
student identities and the identities of those working with students and between attitudes and
beliefs about various identities and educational policies and practices (Banks, 1997; CochranSmith, 1995; Cummins,1996; Delpit, 1995; Gardner, 1993; Ladson-Billings, 1995; McCarthy &
Crichlow, 1993; Nieto, 1999).Educators must be aware that their understandings of and tacit
assumptions about their own and others’ race, ethnicity, class, culture, linguistic diversity, religion,
gender, sexuality and disabilities have a dramatic influence on their work with students, parents
and colleagues (Sapon-Shevin,1999). Furthermore, educators must understand the importance of
demonstrating in their own practices, curriculum and classrooms, a sensitivity to, understanding of,
and willingness to engage with issues of race, ethnicity, class, cultural and linguistic diversity,
religion, gender, sexuality and disabilities. Knowledge of and sensitivity to one’s own and others’
identities and subject positions are central to effective teaching (Dilg,1999; Darling-Hammond,
1999; Ladson-Billings, 1994;Ovando&Collier, 1998). The commitment to diversity and to the
development of cultural competency is manifest in the core operations of the School of Education,
as well as in the education of its students.
Countless writers have addressed how education can meet the needs and aspirations of a
multicultural society (Derman-Sparks & Ramsey,2000; Hernandez,2001).As Banks has noted, “A
major goal of the school should be to help students acquire the knowledge, skills, and attitudes
needed to function effectively within the national macroculture, their own microcultures, and with
and across other microcultures” (1997). In order to assist students in acquiring these skills,
attitudes and knowledge, faculty and prospective practitioners start with self-awareness about their
own attitudes, assumptions, expectations and beliefs about diversity (Zeichner & Hoeft, 1996).We
believe that such self-awareness and understanding ought to permeate the preparation of
professionals, not only in academic classroom settings, but also in field placement experiences
(Zeichner & Melnick, 1995).
Performances
1. Our teacher candidates and other school personnel reveal in their practices a sensitivity to,
knowledge about and understanding of their own and others’ racial, ethnic, religious, class, sexual,
gender, cultural and linguistic identities.
2. Our teacher candidates and other school personnel are prepared to integrate multicultural
educational theories and approaches into all dimensions of their professional practice.
3. Our teacher candidates and other school personnel demonstrate a capacity to understand
students’ families, cultures, and communities, and use this information as a basis for connecting
instruction and professional practices to students’ experiences.
4. Our teacher candidates and other school personnel make appropriate provisions for individual
students who have particular learning needs, differences or varying abilities.
5. Our teacher candidates and other school personnel bring to their critical reflective practices an
ability to examine educational policies and practices in ways that take into account race, class,
ethnicity, gender, sexual orientation, linguistic and cultural diversity and special needs.
Bibliography
Banks, J. (1997). Educating Citizens in a multicultural society. New York: Teachers College Press.
Cochran-Smith, M. (1995). Uncertain allies: Understanding the boundaries of race and teaching.
Harvard Educational Review 63 (4): 541-570.
Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los
Angeles: California Association for Bilingual Education.
Darling-Hammond, L. (1999). A License to teach: Raising standards for teaching. San Francisco:
Jossey-Bass.
(1999). Teaching as a learning profession: Handbook of policy and practice. San Francisco:
Jossey-Bass.
Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
Derman-Sparks, L. & Ramsey, P. (2000).A framework for culturally relevant, multicultural, and
antibias education in the 21st century. In J.L. Roopnarine & J.E. Johnson (Eds.). Approaches to
early childhood education. (pp.379-404). Columbus, OH: Merrill/Prentice Hall.
Dilg, M. (1999).Race and culture in the classroom. New York: Teachers College Press.
Gardner, H. (1993).Multiple Intelligences: The theory in practice. Basic Books
Hernandez, H. (2001). Multicultural education: A teacher's guide to linking context, process, and
content. Upper Saddle River, NJ: Merrill/Prentice Hall.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers for African-American
children. San Francisco, CA: Jossey-Bass.
Ladson-Billings, G. (1995). Multicultural teacher education: Research, practice, and policy. In J.
Banks & C. Banks (Eds.). Handbook of research on multicultural education (pp. 747-749). New
York: Macmillan.
McCarthy, C. & Crichlow, W. (1993). (Eds.). Race, identity and representation in education. New
York: Routledge.
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York:
Teachers College Press.
Ovando, C., & Collier, V. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts.
Boston: McGraw-Hill.
Sapon-Shevin, M. (1999). Because we can change the world: A practical guide to building
cooperative, inclusive classroom communities. Boston, MA: Allyn & Bacon.
Zeichner,K. & Hoeft,K. (1996). Teacher socialization for cultural diversity. In J.Skula, T.J. Buttery, &
E. Guyton (Eds.), Handbook of research on teacher education. (2nd ed.). (pp.525-547). New York:
Simon & Schuster Macmillan.
Zeichner, K. & Melnick, S. (1995). The role of community field experiences in preparing teachers
for cultural diversity. A paper presented at the annual meeting of the American Association of
Colleges for Teacher Education, Washington, D.C
http://www.umass.edu/sje/overview.html
Social justice
http://cie.asu.edu/volume6/number15/
Collaboration
http://www.sasked.gov.sk.ca/docs/calc30/teacher_eval.htm
Self evaluation
http://www.today.ucla.edu/2004/040525voices_diversity.html
Diversity