The purpose of this mixed-method study was to explore preservice teachers' beliefs and preconceptions about teaching for social justice in two pathways to teacher licensure: a traditional, university-based teacher preparation program and an urban teacher residency (UTR) program. Participants were enrolled in a post-baccalaureate education program…

This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this…

African American students are not achieving at the levels of their white and Asian counterparts on all measures of achievement including standardized assessments, particularly in mathematics. The existence of a mathematics achievement gap signifies a breakdown in the teaching and learning of mathematics for African American students. This…