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A Longitudinal Study of Teacher Candidate Perceptions Regarding Their Preparation to Teach Diverse Learners in P-12 Schools
Unformatted Document Text:  References Andrew, M. (1990). The differences between graduates of four year and five year teacher preparation programs. Journal of Teacher Education, 41, 45-51. Andrew, M., & Schwab, R. (1995). Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of eleven teacher education programs. Action in Teacher Education, 17(3), 43-53. Bensalem, P., Lovingfoss, D., Eddy Molloy, D., Harris, K. &, Graham, S. (2001). Preparation, practice, and program reform: Crafting the University of Maryland’s five-year, multicategorical undergraduate program in special education. The Journal of Special Education, 35(2), 105-114. California Commission on Teacher Credentialing. (2001). Standards of quality and effectiveness for professional teacher preparation programs. Sacramento, CA: CCTC. California Department of Education (2003). Factbook 2003: Handbook of education information. Retrieved July 22, 2003 from http://www.cde.ca.gov/resrc/factbook03/englernstu.htm California Department of Education (2003). Special education mission statement. Retrieved May 29, 2003 from http://www.cde.ca.gov/spbranch/sed/sedmsion.htm Coombs-Richardson, R., Mead, J. (2001, Fall). Supporting general educators’ inclusive practices. Teacher Education and Special Education, 24(4). Darling-Hammond, L. (2001). Educating teachers for California's future. Teacher Education Quarterly 28(1), 9-55. Darling-Hammond, L., Chung, R., & Frelow, F. (2002) Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302. de Jong, E., & Harper, C. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124. Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press. Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English language learners. The SIOP model. Second edition. Needham Heights, MA: Allyn & Bacon. Eisner, E. (2003). Questionable assumptions about schooling. Phi Delta Kappan, 84(9), 648- 657. Fillmore, L.W., & Snow, C. (2002). What teachers need to know about language. Washington, DC: ERIC Clearinghouse of Languages and Linguistics.

Authors: Anderson Smith, Beth. and Herner, Leah.
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References
Andrew, M. (1990). The differences between graduates of four year and five year
teacher preparation programs. Journal of Teacher Education, 41, 45-51.
Andrew, M., & Schwab, R. (1995). Has reform in teacher education influenced teacher
performance? An outcome assessment of graduates of eleven teacher education programs.
Action in Teacher Education, 17(3), 43-53.
Bensalem, P., Lovingfoss, D., Eddy Molloy, D., Harris, K. &, Graham, S. (2001).
Preparation, practice, and program reform: Crafting the University of Maryland’s five-year,
multicategorical undergraduate program in special education. The Journal of Special Education,
35
(2), 105-114.
California Commission on Teacher Credentialing. (2001). Standards of quality and effectiveness for
professional teacher preparation programs. Sacramento, CA: CCTC.
California Department of Education (2003). Factbook 2003: Handbook of education
information. Retrieved July 22, 2003 from
http://www.cde.ca.gov/resrc/factbook03/englernstu.htm
California Department of Education (2003). Special education mission statement. Retrieved
Coombs-Richardson, R., Mead, J. (2001, Fall). Supporting general educators’
inclusive practices. Teacher Education and Special Education, 24(4).
Darling-Hammond, L. (2001). Educating teachers for California's future. Teacher
Education Quarterly 28(1), 9-55.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002) Variation in teacher
preparation: How well do different pathways prepare teachers to teach? Journal of Teacher
Education, 53
(4), 286-302.
de Jong, E., & Harper, C. (2005). Preparing mainstream teachers for English-language
learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New
York: New Press.
Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for
English language learners. The SIOP model. Second edition. Needham Heights, MA: Allyn &
Bacon.
Eisner, E. (2003). Questionable assumptions about schooling. Phi Delta Kappan, 84(9), 648-
657.
Fillmore, L.W., & Snow, C. (2002). What teachers need to know about language.
Washington, DC: ERIC Clearinghouse of Languages and Linguistics.


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