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Learning to Attend to Culturally and Linguistically Diverse Learners Through Teacher Inquiry in Teacher Education


by Steven Z. Athanases, Juliet Michelsen Wahleithner & Lisa H. Bennett - 2012


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Cite This Article as: Teachers College Record Volume 114 Number 7, 2012, p. 1-50
https://www.tcrecord.org ID Number: 16470, Date Accessed: 11/17/2019 10:29:42 PM
 
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About the Author
  • Steven Athanases
    University of California, Davis
    E-mail Author
    STEVEN ATHANASES is professor in the School of Education at the University of California, Davis. He studies diversity and equity in the teaching and learning of English and in teacher education and development. Recent publications include “Advocacy for Equity in Classrooms and Beyond: New Teachers’ Challenges and Responses” with L. C. de Oliveira (Teachers College Record) and Mentors in the Making: Developing New Leaders for New Teachers, coedited with B. Achinstein (Teachers College Press). He has received awards for distinguished research from the Association of Teacher Educators and the National Council of Teachers of English.
  • Juliet Wahleithner
    University of California, Davis
    E-mail Author
    JULIET MICHELSEN WAHLEITHNER is a Ph.D. candidate in the School of Education at the University of California, Davis. Drawing from her experience as a high school English language arts teacher and a teacher consultant with a regional site of the National Writing Project, her dissertation research examines how high school English language arts teachers use their knowledge of writing instruction to negotiate the diverse writing needs of their students and the pressures of high-stakes accountability.
  • Lisa Bennett
    University of California, Davis
    LISA H. BENNETT is a Ph.D. candidate in the School of Education at the University of California, Davis. She currently teaches reading methods and academic literacy courses at California State University, Fresno. Her research interests include inquiry in teacher education, academic literacy, and early literacy instruction. Her dissertation focuses on how an inquiry stance is shaped and mediated by teachers’ practices over time.
 
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