The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.
Cross Cultural Competency and Multicultural Teacher Education
Abstract
Teachers require support as they face the challenge of effectively teaching diverse students in their classrooms. Teacher-educators have used various methods to foster change in teachers' thinking, attitudes, and behaviors regarding cultural diversity, but these efforts have produced mixed results because they often focused on content rather the process of cross-cutural learning. The purpose of this review is to examine three process-oriented models that have been used to describe and measure the development of racial identity and cross-cultural competence. These models include Helm's model of racial identity development, Banks's Typology of Ethnicity, and Bennett's Developmental Model of Intercultural Sensitivity. Research using the models revealed insights for multicultural teacher education in assessing readiness to learn, designing effective learning opportunities, and providing appropriate support and challenge for teachers.
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From dissertation abstracts international
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Teachers' beliefs and educational research: cleaning up a messy construct
Pajares, M. F. (1992) · Review of Educational Research · doi:10.3102/00346543062003307 · Cited by 9,007
Ethnic identity in adolescents and adults: Review of research.
Phinney, J. S. (1990) · Psychological Bulletin · doi:10.1037/0033-2909.108.3.499 · Cited by 3,798 · cited 1×
“For example, some researchers (Jones, 1990; Loevinger, 1976; Phinney, 1990; Prosser, 1978; Taylor, 1994) state that cross-cultural learning and identity development are complex processes that involve many factors such as age, gender, ethnicity, race, social-class, and sexual orientation.”
BackgroundHandbook of research on teacher education
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Black and white racial identity: theory, research, and practice
(1990) · Choice Reviews Online · doi:10.5860/choice.28-0596 · Cited by 2,062
The psychology of moral development
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(1984) · Harper & Row eBooks · Cited by 1,531
Staff development and the process of teacher change
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Cited by
Aronson, B., & Laughter, J. (2016) · Review of Educational Research · doi:10.3102/0034654315582066 · Cited by 928
Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy
Warren, C. A. (2018) · Journal of Teacher Education · doi:10.1177/0022487117712487 · Cited by 367
Mentoring in the Preparation of Graduate Researchers of Color
Davidson, M. N., & Foster-Johnson, L. (2001) · Review of Educational Research · doi:10.3102/00346543071004549 · Cited by 286
Smalls, C., White, R., Chavous, T., & Sellers, R. (2007) · Journal of Black Psychology · doi:10.1177/0095798407302541 · Cited by 243
Multicultural education professional development: A review of the literature
Parkhouse, H., Lu, C. Y., & Massaro, V. R. (2019) · Review of Educational Research · doi:10.3102/0034654319840359 · Cited by 219
Metadata
- Authors
- McAllister, G., & Irvine, J. J.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 2000
- Volume
- 70
- Issue
- 1
- Pages
- 3
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2149119741
- Cited by
- 482
- References
- 46
- FWCI
- 35.16
- Type
- journal article
- Language
- en
- Open access
- closed
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