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Imagining, Supporting, and Realizing Exemplars of Culturally Responsive Practice
Unformatted Document Text:  2006 AACTE Call for Papers Darling-Hammond, L., LaFors, J., & Snyder, J. (2001). Educating Teachers for California’s Future. Teacher Education Quarterly, 28 (1), 9-55. Futrell, M. H., J. Gomez, and D. Bedden. 2003. Teaching the children of a new America: The challenge of diversity. Phi Delta Kappan, 84(5): 381–85. Garcia, S.B. & Ortiz, A.A. (2004). Preventing disproportionate representation: Culturally and Linguistically responsive pre-referral interventions. National Center for Culturally Responsive Educational Systems. www.nccrest.org . Gay, G. (1995). Bridging multicultural theory and practice. Multicultural Education, 3(1), 4-9. Gollnick, D.M. & Chinn, P.C. (2002). Multicultural Education in a Pluralistic Society. Fifth Edition. Columbus, OH: Merrill. Hollins, E.R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum National Center for Educational Statistics. (2000). Digest of educational statistics. Washington, DC: Government Printing Office. Schalock, D., & Imig, D. (1999). Shulman's Union of Insufficiencies + 7: New Dimensions of Accountability for Teachers and Teacher Educators. Washington, D.C.: AACTE. Simpson, R.L., Whelan, R.J. & Zabel, R. H. (1993). Special education personnel preparation in the 21st century: Issues and strategies. Remedial and Special Education, 14, 7-22. Sobel, D., Taylor, S.V., & Anderson, R.A. (2003a). Shared accountability: Developing an observational tool for evaluating diversity-responsive teaching. TEACHING Exceptional Children, 35(6), 46-54. Sobel, D., Taylor, S.V., & Anderson, R.A. (2003b). Teacher evaluation standards in practice: A standards-based assessment tool for diversity-responsive teaching. The Teacher Educator, 38(4), 285-302. Taylor, S. V., & Sobel, D.M. (2001). Addressing the discontinuity of students’ and teachers’ diversity: A preliminary study of preservice teachers’ beliefs and perceived skills. Teaching and Teacher Education, 17 (4): 487–503. Taylor, S. V., & Sobel, D.M. (2003). Rich contexts to emphasize social justice in teacher education: Curriculum and pedagogy in professional development schools. Equity and Excellence in Education, 36 (3): 249–58. Turnball, A., Turnball, R., Shank, M. & Leal, D. (1999). Exceptional lives: Special education in today’s schools, 2 nd edition. Upper Saddle River, NJ: Prentice Hall. 4

Authors: Taylor, Sherry. and Sobel, Donna.
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2006 AACTE Call for Papers
Darling-Hammond, L., LaFors, J., & Snyder, J. (2001). Educating Teachers for
California’s Future. Teacher Education Quarterly, 28 (1), 9-55.
Futrell, M. H., J. Gomez, and D. Bedden. 2003. Teaching the children of a new America:
The challenge of diversity. Phi Delta Kappan, 84(5): 381–85.
Garcia, S.B. & Ortiz, A.A. (2004). Preventing disproportionate representation:
Culturally and Linguistically responsive pre-referral interventions. National
Center for Culturally Responsive Educational Systems.
.
Gay, G. (1995). Bridging multicultural theory and practice. Multicultural Education,
3(1), 4-9.
Gollnick, D.M. & Chinn, P.C. (2002). Multicultural Education in a Pluralistic Society.
Fifth Edition. Columbus, OH: Merrill.
Hollins, E.R. (1996). Culture in school learning: Revealing the deep meaning. Mahwah,
NJ: Lawrence Erlbaum
National Center for Educational Statistics. (2000). Digest of educational statistics.
Washington, DC: Government Printing Office.
Schalock, D., & Imig, D. (1999). Shulman's Union of Insufficiencies + 7: New
Dimensions of Accountability for Teachers and Teacher Educators. Washington,
D.C.: AACTE.
Simpson, R.L., Whelan, R.J. & Zabel, R. H. (1993). Special education personnel
preparation in the 21st century: Issues and strategies. Remedial and Special
Education, 14, 7-22.
Sobel, D., Taylor, S.V., & Anderson, R.A. (2003a). Shared accountability: Developing an
observational tool for evaluating diversity-responsive teaching. TEACHING
Exceptional Children, 35(6), 46-54.
Sobel, D., Taylor, S.V., & Anderson, R.A. (2003b). Teacher evaluation standards in
practice: A standards-based assessment tool for diversity-responsive teaching.
The Teacher Educator, 38(4), 285-302.
Taylor, S. V., & Sobel, D.M. (2001). Addressing the discontinuity of students’ and
teachers’ diversity: A preliminary study of preservice teachers’ beliefs and
perceived skills. Teaching and Teacher Education,
17
(4): 487–503.
Taylor, S. V., & Sobel, D.M. (2003). Rich contexts to emphasize social justice in teacher
education: Curriculum and pedagogy in professional development schools. Equity
and Excellence in Education, 36 (3): 249–58.
Turnball, A., Turnball, R., Shank, M. & Leal, D. (1999). Exceptional lives: Special
education in today’s schools, 2
nd
edition.
Upper Saddle River, NJ: Prentice Hall.
4


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