This book uniquely offers the distilled wisdom of scores of instructors across ranks, disciplines and institution types, whose contributions are organized into a thematic framework that progressively introduces the reader to the key dispositions, principles and practices for creating the inclusive classroom environments (in person and online) that…

By examining beliefs and values and striving to enact these mindsets in classroom practices, music educators can find the inner strength to persist and even create change toward more inclusive and equitable music education. Considering the views of some thinkers on the topics of justice, inclusion, and honesty and how to achieve these in life and…

Our nation's moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs' access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and…

Developing preservice and inservice teachers' sociopolitical consciousness remains an important part of supporting the success of P-12 student experiences. The authors recognize that one way to enhance the sociopolitical consciousness aspect of culturally responsive pedagogy/teaching is through experiential opportunities that support teacher…

Over the past half century, much has been learned about the ways in which students develop and learn. Unfortunately, this knowledge often does not find its way into the classroom. Teachers can begin to use this knowledge by focusing on a few key ideas. They need to go beyond the presentation of content to helping students acquire strategies for…

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their…

Using a reader-response approach, the author examines practitioners' interpretations of three narrative inquiry texts to highlight how their responses suggest ways to enhance and more particularly nuance narrative inquiry representations of teaching practice. She asserts that the transactive character of the reader-response relationship across…

This study explored the use of reflective journals to help develop the autonomy and decision-making of in-service teachers of English as a foreign language in Turkey. It investigated how teachers gained autonomy and decision-making skills when they were given the opportunity to critically reflect on the classroom processes in their own contexts.…

This study describes how one teacher educator used metaphor as a self-study tool over an eight-year period. Several methods of eliciting metaphors are discussed and the effects of multiple metaphors on the educator's perspectives on practice are highlighted. The interplay among the metaphors and their meaning is described and used to provide…

Preservice teachers enrolled in a middle level endorsement block provided evidence of their professional, affective, and collaborative dispositions as they reflected upon their conception of early adolescents, appropriate instruction practice, and the empowerment of teachers and students. Research indicates that empowering future teachers as…

Becoming a culturally responsive educator has been at the forefront of the movement to reduce inappropriate referrals to special education and disproportionate representation of students of color within special education. However, for many educators, working with a diverse student population can be more difficult when the student comes from a…

This article draws on a recently completed study in which preservice teachers identify aspects of their initial teacher education that act as hindrances or aids to developing reflectivity. It articulates the concept that reflection must be seen not as something to be done or acquired but rather as a disposition or way of being. Also identified are…

Diversity does not simply mean differences of race or ethnicity but includes the cultural experiences that children bring to school, including language, beliefs, values, norms, family configuration, socioeconomic status, gender, special needs, home and community backgrounds, and learning styles. Yet while the population of children in schools is…

This article examines the role of technology in preservice teacher reflection. Situated in informal reflection (Shoffner, 2008), preservice English teachers' choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium's influence on their reflection. The…

Background: The need to support new teachers in urban public schools is well established, given current shortages and research that highlights serious issues with teacher retention. Debate continues about approaches to support for new teachers, including questions about the importance of developing an inquiry stance toward teaching. As more…