International Electronic Journal of Mathematics Education

• Abell, S. K. (2007). Research on science teacher knowledge. In S. K Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105-1149). Mahwah, NJ: Lawrence Erlbaum Associates.
• Alba, A. (1990). Ethnic identity: The transformation of White America. New Haven, CT: Yale University Press.
• Atwater, M. M., & Riley, J. P. (1993). Multicultural science education: Perspective, definitions, and research agenda. Science Education, 77(6), 661-668.
• Atwater, M. M., & Crockett, D. (2003). A world view of preservice teachers:Through the eyes of ethnicity and culture. In S. M. Hines (Ed.), Multicultural science education: Theory, practice, and promise (pp. 55-86). New York: Peter Lang.
• Aikenhead, G. S., & Otsujui, H. (2000). Japanese and Canadian science teachers‘ views on science and culture. Journal of Science Teacher Education, 11, 277-299.
• Banks, J. A. (1973). Teaching ethnic studies: Concepts and strategies (43rd yearbook). Washington, DC: National Council of Social Studies.
• Banks, J. A., & Banks, C. A. (1989). Multicultural education: Issues and perspectives. Boston: Allyn & Bacon.
• Barton, A. C. (2007). Science learning in urban settings. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 319-344). Mahwah, NJ: Lawrence Erlbaum Associates.
• Bonilla-Silva, E. (2006). Racism with racists: Color-blind racism and the persistence of racial equality in the United States. Lanham, MD: Rowan and Littlefield Publishers.
• Brown, A. H. (1998). Equity and empowerment in the mathematics classroom. Curriculum and Teaching, 13(2), 45-57.
• Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86(6), 821-839.
• Brown, E. L. (2004). What precipitates change in cultural diversity awareness during a multicultural course? Journal of Teacher Education, 55 (4), 325-340
• Brown, A. H., Cervero, R. M., and Johnson-Bailey, J. (2000). Making the invisible visible: Race, gender, and teaching in adult education. Adult Education Quarterly, 50(4), 273-288.
• Bybee, R., McCrae, B., & Laurie, R. (2009). PISA 2006: An assessment of scientific literacy. Journal of Research in Science Teaching, 46(8), 865-883.
• Chenoweth, K. (2007). ―It’s being done” academic success in unexpected schools. Cambridge, MA: Harvard Education Press.
• Clifford, J. (1997). Routes: Travel and translation in the late twentieth century. Cambridge, MA: Harvard University Press.
• Cochran-Smith, M., Davis, D., & Fries, M. K. (2004). Multicultural teacher education: Research, practice and policy. In J. A. Banks (Ed.), Handbook of research on multicultural education (931-978). San Francisco: Jossey-Bass.
• Cochran-Smith, M., & Zeichner, K. (Eds.) (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum Associates.
• Cohen, E. G. (2006). Equitable classrooms in a changing society. In M. T. Hallinan (Ed.), Handbook of the sociology of education (pp. 265-284). New York: Springer.
• College Profile. (2006). Retrieved March 20, 2007, from http://college.sparknotes.com/school/index.epl?inun_id=6261#studemo.
• Corti, C. (2002). Finding myself in my students: A step toward transforming social dynamics in the classroom. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 52-58). New York: Teachers College Press.
• Cronin-Jones, L. L. (1991). Science teachers‘ beliefs and their influence on curricular implementations: Two case studies. Journal of Research in Science Teaching, 28, 235-250.
• Cross, W. E., Jr. (1971). The Negro-to-Black conversion experience: Toward a psychology of Black liberation. Black World, 20(9), 13-27.
• Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Archives, 8(1), Retrieved March 26, 2007, from http://epaa.asu.edu/epaa/v8n1/.
• Darling-Hammond, L. (2002). Educating a profession for equitable practice. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 201-212). New York: Teachers College Press.
• Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.
• Darling-Hammond, L. & Sclan, E. M. (1996). Who teaches and why: Dilemmas of building a profession for twenty-first century schools. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 67-101). New York: Macmillan.
• Darling-Hammond, L., & Snyder, J. (1998). Authentic assessment of teaching context. Teaching and Teacher Education, 16, 523-545.
• Delpit, L. (1995). Other people’s children: Cultural conflicts in the classroom. New York: The New Press.
• Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57(3), 220-231.
• deMarrais, K. B., & LeCompte, M. D. (1995). The way schools work: A sociological analysis of education. White Plains, NY: Longman.
• Flick, U. (1992). Triangulation revisited: Strategy of validation or alternative? Journal for the Theory of Social Behavior, 22, 175-198.
• Frankfort-Nachmias, C., & Nachmias, D. (1996). Research methods in the social sciences. New York: St Martin‘s Press.
• Freire, P. (2005). Teachers as cultural workers: Letters to those who dare to teach (F. Macedo, D. Koike, & A. Oliveira, Trans.). Boulder, CO: Westview Press.
• Garcia, E. E. (1995). Preparing instructional professions for linguistically and culturally diverse students. In J. A. Banks & C. A. Banks (Eds.), Handbook of research on multicultural education (p. 372-411). San Francisco: Jossey-Bass.
• Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
• Gay, G. (2002). Preparing for cultural responsive teaching. Journal of Teacher Education, 53, 106- 116.
• Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. Teacher Education, 36(1), 1-16.
• Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
• Grant, C. & Ladson-Billings, G. (1997). Dictionary of multicultural education. Phoenix, AZ: Oxyrx Press.
• Grant, C., & Secada, W. (1990). Preparing teachers for diversity. In W. R. Houston, M. Haberman & J. Sikula (Eds.), Handbook of research on teacher education (pp. 104-114). New York: Macmillan.
• Grant, C. & Sleeter, C. (1997). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability. Upper Saddle River, NJ: Merrill.
• Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 747- 760). New York: Macmillan.
• Hall, S. (1992). Race, culture and communications: Looking backward and forward at cultural studies. Rethinking Marxism, 5(1), 10-18.
• Hamilton, M. L. (1996). Tacit messages: Teachers‘ cultural models of the classroom. In F. A. Rios (Ed.), Teacher thinking in cultural contexts (pp. 185-209). Albany, New York: State University of New York Press.
• Hardiman, R. (2003). White racial development in the United States. In P. E. Saett & D. R. Koslow (Eds.), Race, ethnicity and self: Identity in multicultural perspective (pp. 117-136). Washington, DC: National MultiCultural Institute.
• Hays, P. A. (2004). Case study research. In K. deMarrais & S. D. Lappan (Eds.), Foundations for research: Methods of inquiry in education and the social sciences (pp. 217-234). Mahwah, NJ: Lawrence Erlbaum Associates.
• Helms, J. E. (1990). Black and White racial identity: Theory, research and practice. Westport: CT: Greenwood Press.
• Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.
• Hidalgo, N. M., Siu, S., & Epstein, J. L. (2004). Research on families, schools, and communities: A multicultural perspective. In J. A. Banks (Ed.), Handbook of research on multicultural education (pp. 631-655). San Francisco: Jossey-Bass.
• Hollins, E. R., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum Associates.
• Hurtado, A. (1995). Variations, combinations, and evolutions: Latino families in the United States. In R. Zambrana (Ed.), Understanding Latino families (pp. 40-61). Thousand Oaks, CA: Sage.
• Jeynes, W. H. (2009). Family factors and the educational success of children. New York: Routledge.
• Internal Environment. (2000). Retrieved March 20, 2007, from http://www.uga.edu/strategic planning/part2/8.html.
• Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press.
• Janesick, V. J. (1994). The dance of qualitative research design: Metaphor, methodolatry and meaning. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 209- 219). Thousand Oaks, CA: Sage Publications.
• Jarvie, I. C. (1969). The problem of ethical integrity in participant observation. Current Anthropology, 10(5), 505-508.
• Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Greenwood Publishing.
• Johnson, L. (2002). ―My eyes have been opened‖: White teachers and racial awareness. Journal of Teacher Education, 53(2), 153-167.
• Jones, M. G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. K Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1067-1104). Mahwah, NJ: Lawrence Erlbaum Associates.
• Kincheloe, J. L., & McLaren, P. L. (1994). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 138-157). Thousand Oaks, CA: Sage Publications.
• Kincheloe, J. L., & McLaren, P. L. (2005). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 303-342). Thousand Oaks, CA: Sage Publications.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
• Ladson-Billings, G. (2004). New directions in multicultural education: Complexities, boundaries, and critical race theory. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (p. 50-68). San Francisco: Jossey-Bass.
• LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research. San Diego, CA: Academic Press.
• Lee, C. D., & Slaughter-Defoe, D. T. (2004). Historical and sociocultural influences on African American Education. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 462-490). San Francisco: Jossey-Bass.
• Lee, O., & Luykx, A. (2007). Science education and student diversity: Race/ethnicity, language, culture, and socioeconomic status. In S. L-K.. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 171-198). Mahweh, NJ: Lawrence Erlbaum Associates.
• Lincoln, Y. S., & Denzin, N. K. (1994). The fifth moment. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 575-586). Thousand Oaks, CA: Sage Publications.
• Loughran, J. J. (2007). Science teacher as learner. In S. L. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1043-1066). Mahweh, NJ: Lawrence Erlbaum Associates.
• Lowenstein, K. L. (2009). The work of multicultural teacher education: Reconceptualizing the White teacher candidates as learners. Review of Educational Research, 79(1), 163-196.
• Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of inquiry-based professional development programmed on beginning and experienced secondary teachers. International Journal of Science Education, 23, 517-534.
• Martin, O., & Williams-Dixon, R. (1994). Overcoming social distance barriers: Preservice teachers‘ perceptions of racial ethnic groups. Journal of Instructional Psychology, 21(1), 76-82.
• McLaren, P. (1995). Life in schools. New York: Longman.
• Metz, M. H. (1986). Different by design: The context and character of three magnets schools. New York: Routledge.
• Milner, H. R. (2003). Teacher reflection and race in cultural contexts: History, meanings, and methods in teaching. Theory into Practice, 42(3), 173-180.
• Munby, H., Russell, T., & Martin, A. K. (2001). Teachers‘ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (pp. 877-906). Washington, DC: American Educational Research Association.
• Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. White Plains, NJ: Longman.
• Parsons, E. C. (2000). Culturalizing science instruction: What is it? What does it look like? Why do we do need it? Journal of Science Teacher Education, 11, 207-219.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications.
• Peng, S. S., Wright, D., & Hill, S. T. (1995). Understanding racial-ethnic differences in secondary science and mathematics achievement (Report and Development Report, February 1995.) Washington, DC: National Center for Education Statistics, U. S. Office of Education. Retrieved October 31, 2009 from http://books.google.com/books?hl=en&lr=&id=rx5coDGO9sC&oi=fnd&pg=PR4&dq=racial+c omposition+of+science+teachers,+2000&ots=48XJD2y6xg&sig=MHSLC3vFkfJWi6eRKDsR JT82mdc#v=onepage&q=&f=false
• Ponterotto, J. G., Casas, J. M., Suzuki, L. A., & Alexander, C. M. (Eds.). (1995). Handbook of multicultural counseling. Thousand Oaks, CA: Sage.
• Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (pp. 905-947). Washington, DC: American Educational Research Association.
• Rotheram, J., & Phinney, J. (Eds.). (1987). Children’s ethnic socialization: Pluralism and development. Beverly Hills, CA: Sage Publications.
• Ruiz, A. L. (2002). Wanted: Teachers with conciencia. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 192-200). New York: Teachers College Press.
• Sleeter, C. (1992). Restructuring schools for multicultural education. Journal of Teacher Education, 43(2), 141-148.
• Sleeter, C. (2001a). Epistemological diversity in research on preservice teacher preparation for historically underserved children. In W. Secada (Ed.), Review of research in education (pp. 209-250). Washington, DC: American Educational Research Association.
• Sleeter, C. (2001b). Preparing teachers for culturally diverse schools: The overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106.
• Sleeter, C. E., & Grant, C. A. (2007). Making choices for multicultural education: Five approaches to race, class, and gender. Hoboken, NJ: John Wiley & Sons.
• Smith, P. J. (1992). Representing the Other: ‘Race’, text, and gender in Spanish and Spanish American Narratives. Oxford: Clarendon Press.
• Solomon, P., Portelli, J., Daniel, B., & Campbell, A. (2005). The discourse of denial: How white teacher candidates construct race, racism, and ‗White privilege.‘ Race, Ethnicity, and Education, 8(2), 147-169.
• Spencer, D. A. (2001). Teachers‘ work in historical and social context. In V. Richardson (Ed.), Handbook of research on teaching (803-825). Washington, DC: American Educational Research Association.
• Spring, J. (2004). American education with powerweb. New York: McGraw-Hill.
• Stake, R. E. (1994). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 236-247). Thousand Oaks, CA: Sage Publications.
• State Governor‘s Office of Student Achievement. (2007). Retrieved March 20, 2007, from http://reportcard.gaosa.org.
• Tajfel, H. (1978). The social psychology of minorities. New York: Minority Rights Group.
• Tatto, M. T. (1998). The influence of teacher education on teachers‘ experiences, beliefs, and classroom practices. Journal of Teacher Education, 49, 66-77.
• Thomson, N., Wilder, M., & Atwater, M. M. (2001). Critical multiculturalism and secondary teacher education programs. In D. Lavoie (Ed.), Models for science teacher preparation: Bridging the gap between research and practice, 195-211. New York: Kluwer Publishers.
• Traudt, K. (2002). Survey says…: Can White teachers effectively teach students of color? In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 43-51). New York: Teachers College Press.
• Villegas, A. M. & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York.
• Wayne, A. J., & Young, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.
• Wei-Cheng , M. (1997). Parental influences on the high school students' academic achievement: A comparison of Asian immigrants, Asian Americans, and White Americans. Psychology in the Schools, 34(3), 267-277.
• Weiner, L. (1993). Preparing teachers for urban schools: Lessons from 30 years of school reform. New York: Teachers College Press.
• Weiner, L. (2000). Research in the 90s: Implications for urban teacher preparation. Review of Educational Research, 70(3), 369-406.
• West, C. (1993). Race matters. Boston: Beacon.
• Zeichner, K. (1992). Educating teachers for cultural diversity. East Lansing, MI: National Center for Research on Teacher Learning.
• Zeichner, K. M., & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 525-547). New York: Macmillan.
• Zint, M. (2002). Comparing three attitude-behavior theories for predicting science teachers‘ intentions. Journal of Research in Science Teaching, 39, 819-844.

APA

Atwater, M. M., Freeman, T. B., Butler, M. B., & Draper-Morris, J. (2010). A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students . International Electronic Journal of Mathematics Education, 5(3), 287-318. https://doi.org/10.29333/iejme/256

Vancouver

Atwater MM, Freeman TB, Butler MB, Draper-Morris J. A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students . INT ELECT J MATH ED. 2010;5(3):287-318. https://doi.org/10.29333/iejme/256

AMA

Atwater MM, Freeman TB, Butler MB, Draper-Morris J. A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students . INT ELECT J MATH ED. 2010;5(3), 287-318. https://doi.org/10.29333/iejme/256

Chicago

Atwater, Mary M., Tonjua B. Freeman, Malcolm B. Butler, and Jessie Draper-Morris. "A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students ". International Electronic Journal of Mathematics Education 2010 5 no. 3 (2010): 287-318. https://doi.org/10.29333/iejme/256

Harvard

Atwater, M. M., Freeman, T. B., Butler, M. B., and Draper-Morris, J. (2010). A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students . International Electronic Journal of Mathematics Education, 5(3), pp. 287-318. https://doi.org/10.29333/iejme/256

MLA

Atwater, Mary M. et al. "A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students ". International Electronic Journal of Mathematics Education, vol. 5, no. 3, 2010, pp. 287-318. https://doi.org/10.29333/iejme/256