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• W2989756852 abstract "While the heterogeneity of public school students continues to grow, the demographics of classroom educators remain the same: Many students identify as part of traditionally marginalized groups according to their race, class, religious beliefs, gender identity, and sexual orientation, but teachers often identify as traditionally dominant groups of white, middle class, Christian, straight, and cis-gender. Thus, in order to effectively prepare elementary educators to work with diverse, marginalized students, there is a great gap that must be bridged. This chapter details how teacher preparations programs may be uniquely positioned to develop teachers' understanding and pedagogy for pluralistic and inclusive classrooms by exploring the multi-year, qualitative action research of one EC-6 teacher preparation program in the southern United States." @default.
• W2989756852 created "2019-12-05" @default.
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• W2989756852 date "2020-01-01" @default.
• W2989756852 modified "2023-09-23" @default.
• W2989756852 title "From Me to We" @default.
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• W2989756852 doi "https://doi.org/10.4018/978-1-7998-1404-7.ch002" @default.
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