Research: “The students are only getting more diverse”: Cultivating Culturally Infused Teaching and Learning with Preservice Teachers in a Professional Learning Community

References

1. Aronson B., & Meyers L. (2022) Critical race theory and the teacher education curriculum: Challenging understandings of racism, whiteness, and white supremacy. Whiteness and Education, 7(1), 32–57.
   [Google Scholar]
2. Baker-Bell A. (2020) Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.
   [Google Scholar]
3. Borsheim-Black C., & Sarigianides S. T. (2019) Letting go of literary whiteness: Antiracist literature instruction for white students. Teachers College Press.
   [Google Scholar]
4. Brennan A., & King F. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education, 52(2), 175–193. https://doi.org/10.1080/0305764X.2021.1965092
   [Google Scholar]
5. Cercone J., & Pastore-Capuana K. (2019) English education methods courses as sites of induction into English teacher communities of practice. In Hallman H. L., Pastore-Capuana K., Pasternak D. (Eds.), Using tension as a resource: New visions in teaching the English language arts methods class (pp. 123–138). Rowman & Littlefield.
   [Google Scholar]
6. Chuang H. (2016) Leveraging CRT awareness in creating web-based projects through use of online collaborative learning for pre-service teachers. Educational Technology Research and Development, 64(4), 857–876.
   [Google Scholar]
7. DuFour R., DuFour R., & Eaker R. (2012) Revisiting professional learning communities at work: New insights for improving schools (2nd ed.). Solution Tree.
   [Google Scholar]
8. Gay G. (2002) Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
   [Google Scholar]
9. Gay G. (2010) Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
   [Google Scholar]
10. Hairon S., Goh J. W. P., Chua C. S. K., & Wang L. (2017) A research agenda for professional learning communities: Moving forward. Professional Development in Education, 43(1), 72–86. https://doi.org/10.1080/19415257.2015.1055861
    [Google Scholar]
11. Johnson V., Carpenter J., Richards C., & Vincent K. B. (2019) Culturally responsive practices for teacher candidates: A neighborhood treasure hunt. Journal for Multicultural Education, 13(1), 19–32. https://doi.org/10.1108/JME-07-2017-0042
    [Google Scholar]
12. Jones K. (2021) Building a faculty’s skills in culturally relevant teaching. Educational Leadership, 79(3), 38–43.
    [Google Scholar]
13. Kennesaw State University (2022, Fall semester). Enrollment profile. https://ir.kennesaw.edu/facts-figures/enrollment_profile.php
    [Google Scholar]
14. Ladson-Billings G. (1994) The Dreamkeepers: Successful teachers of African American children. Jossey-Bass.
    [Google Scholar]
15. Ladson-Billings G. (1995a) Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
    [Google Scholar]
16. Ladson-Billings G. (1995b) But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
    [Google Scholar]
17. Ladson-Billings G. (2014) Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74–84.
    [Google Scholar]
18. Lee D. H. L., & Lee W. O. (2018) Transformational change in instruction with professional learning communities? The influence of teacher cultural disposition in high power distance contexts. Journal of Educational Change, 19(4), 463–488. https://doi.org/10.1007/s10833-018-9328-1
    [Google Scholar]
19. Merriam S. B. (1998) Qualitative research and case study applications in education. Jossey-Bass.
    [Google Scholar]
20. Merriam S. B., & Tisdell E. J. (2016) Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
    [Google Scholar]
21. Mette I. M., Nieuwenhuizen L., & Hvidston D. J. (2016) Teachers’ perceptions of culturally responsive pedagogy and the impact on leadership preparation: Lessons for future reform efforts. International Journal of Educational Leadership Preparation, 11(1), 1–20.
    [Google Scholar]
22. Mo Y., Appel M., Kim J. W., & Lee M. (2021) Pre-service teachers’ international study experiences or in-service teachers’ professional learning communities: What comes into play in Finnish teachers’ self-efficacy in multicultural classrooms? Teachers and Teaching: Theory and Practice, 27(7), 602–624.
    [Google Scholar]
23. Moore B. A. (2018) Developing special educator cultural awareness through critically reflective professional learning community collaboration. Teacher Education and Special Education, 41(3), 243–253.
    [Google Scholar]
24. Muhammad G. (2020) Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
    [Google Scholar]
25. Muhammad G. (2023a) Unearthing joy: A guide to culturally and historically responsive curriculum and instruction. Scholastic.
    [Google Scholar]
26. Muhammad G. (2023b) Culturally and historically responsive education: A policy research brief. National Council of Teachers of English.
    [Google Scholar]
27. Paris D. (2012) Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
    [Google Scholar]
28. Paris D., & Alim H. S. (2014) What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
    [Google Scholar]
29. Paris D., & Alim H. S. Eds. (2017) Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
    [Google Scholar]
30. Riggins C., & Knowles D. (2020) Caught in the trap of PLC Lite: Essential steps needed for implementation of a true professional learning community. Education, 141(1), 46–54.
    [Google Scholar]
31. Schieble M., Vetter A., & Martin K. M. (2020) Classroom talk for social change: Critical conversations in English language arts. Teacher College Press.
    [Google Scholar]
32. Sigurðardóttir A. K., Hansen B., & Gísladóttir B. (2022) Development of an intervention framework for school improvement that is adaptive to cultural context. Improving Schools, 25(3), 244–259.
    [Google Scholar]
33. Spillane J. P. (2002) Local theories of teacher change: The pedagogy of district policies and programs. Teachers College Record, 104(3), 377–420.
    [Google Scholar]
34. Stake R. E. (1995) The art of case study research. SAGE.
    [Google Scholar]
35. Van Meeuwen P., Huijboom F., Rusman E., Vermeulen M., & Imants J. (2019) Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education. European Journal of Teacher Education, 43(3), 405–427. https://doi.org/10.1080/02619768.2019.1693993
    [Google Scholar]
36. Walton E., Carrington S., Saggers B., Edwards C., & Kimani W. (2019) What matters in learning communities for inclusive education: A cross-case analysis. Professional Development in Education, 48(1), 134–148.
    [Google Scholar]
37. Watson C. (2014) Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29. https://doi.org/10.1002/berj.3025
    [Google Scholar]