As two White, privileged educators and researchers, we have questioned, challenged, and examined how to best operate in diverse classrooms, keeping in mind our joint goals of advancing socially just teaching agendas alongside our desire not to "whitesplain" issues centering on race to students of color. Through narrative case…

The Charlotte Bilingual Preschool (CltBP), situated in the 17th largest urban area of the US, has found itself at the intersection of its community's agendas to provide high quality preschool services to Spanish-speaking families, improve opportunities for upward mobility, and foster literacy gains for children from birth through third grade. This…

Contextualized in an urban college's teacher education program and its partnership inner-city elementary schools, this qualitative study explores the impact of lesson study on the emergence of a stronger pedagogical content knowledge on mathematics teaching practices of minority preservice teachers. Aiming to raise the mathematics achievement of…

This paper examines how pre-service teachers were able to explore their own beliefs and build meaningful relationships with elementary school students in an after-school context. After school programs provide an opportunity for teachers and students to get to know one another in a way that is not typically possible during the regular school day.…

The goal of this study was to examine the impact of the integration of global experiences on in-service teachers' international perspectives in mathematics classroom teaching through offering a graduate course "Global Perspectives in Mathematics Teaching" in the form of the East Meets West Program. This program engages teachers in an…

This article advances a framework for educators to create pathways to elicit students' diverse perspectives as qualitative data sources in the process of urban school renewal. Elements of the framework are discussed in conjunction with relevant research and findings from videotaped interviews with elementary (n = 144) and secondary (n = 28)…

Latino students, as children of historically underachieving populations, often have their academic success in jeopardy. For many schools, after-school programs complement the regular school day, with more than half of the 49,700 U.S. elementary schools having one or more on-site programs. Such programs vary in intent, purposes, and resources and…

This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children's learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and creative…

This study examined the effects of professional development on strengthening the efficacy and civic engagement of college students tutoring diverse K-5th grade English Language Learners in an urban community. A mixed methods approach including pre-and post-surveys, focus groups, weekly reflections, and supervisor observations revealed tutors'…

This study explored how multi-generational, middle-class, fifth-graders from Latino families responded to classroom discussions of social issues--particularly discrimination--and draws upon sociocultural views of culture, educational theory, and sociological perspectives of immigration to provide insight into the learning experiences of one group…

The Brief Academic Competence Evaluation Screening System (BACESS; Elliott, DiPerna, & Huai, 2003) is a multi-phase instrument designed to assist educators in the identification of students who are likely to experience early learning problems. The BACESS was used in eight elementary classrooms (n=71) in southern California. Each phase of the…

In this paper I examine the ways that three fifth-grade girls from different socioeconomic backgrounds formed and reformed their racial identities in a diverse urban public school. Although the girls were labeled as "White" by their parents and the school district, none identified as "White." Drawing on data from an ethnographic study of…

The No Child Left Behind Act of 2001 propelled high stakes testing to an unprecedented level of significance. Decisions based on the results of such mandated assessments is flawed in that the tests are not an accurate measure of actual knowledge and neglect to address environmental, socio-cultural, and economic factors influencing student…