About this Book

001 – Our Concern as Teachers Educators: The Hegemonic Forces of Dominant Ideology
Patrick M. Jenlink

002 – The Challenges of Differentiating Instruction for ELLs: An Analysis of Content-Area Lesson Plans Produced by Preservice Language Arts and Social Studies Teachers
Clara Lee Brown and Rachel Endo

003 – Prospective Teachers’ Beliefs in Factors Negatively Influencing African American, Low-income Anglo, and Hispanic Students’ Academic Achievement
Maximo Plata, Alaric A. Williams, and Tracy B. Henley

004 – Teachers Matter: The Teacher’s Role in Increasing Working-Class Latina/o Youth’s College Access and Empowerment
Leticia Rojas

005 – From “Blissfully Unaware” to “Another Perspective on Hope”: An Indigenous Knowledge Study Abroad Program’s Impacts on the Ways of Knowing of Pre-service Transnational English Learner Teachers
G. Sue Kasun and HyeKyoung Lee

006 – Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners
Stephanie Wessels, Guy Trainin, Jenelle Reeves, Theresa Catalano, and Qizhen Deng

007 – Common-Sense and Scientific Interpretation of Cultural Relevance
Charles L. Lowery

008 – A Pre-service Teacher’s Use of a culturally Relevant Text with Interracial Themes
K. Dara Hill

009 – Teacher Learning through Culturally Relevant Literature: A Cross-Context Study of Teacher Education for English Learners
Megan Hopkins and Amy J. Heineke

010 – Examining Entry-level Mandarin Chinese Teacher Candidates: Experiences, Motivation and Development
Ping Liu

011 – BOOK REVIEW: Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from A Faculty Learning Community
Wenli Zhang

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