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Alaca, B., Pyle, A. (2018). Kindergarten Teachers’ Perspectives on Culturally Responsive Education. Canadian Journal of Education. 41(3), 753-782). https://cje-rce.ca/

Aronson, B. A. (2017). The white savior industrial complex: A cultural studies analysis of a teacher educator, savior film, and future teachers. Journal of Critical Thought and Praxis, 6(3), 3.

Aronson & Laughter. (2018). The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity. Gender and Education, 32(2), 262-279.

Berryman, M., Ford, T., Nevin, A., & Soo Hoo, S. (2015). Culturally responsive contexts: Establishing relationships for inclusion. International Journal of Special Education, 30(3), 39–51

Brown, D. (2004). Urban Teachers’ Professed Classroom Management Strategies Reflections of Culturally Responsive Teaching. Urban Education, 39(3), 226-289. https://doi:10.1177/0042085904263258

Brown, K. D. (2013). Trouble on my mind: Toward a framework of humanizing critical sociocultural knowledge for teaching and teacher education. Race Ethnicity and Education, 16(3), 316-338.

Burbank, M., Ramirez, L., & Bates, A. (2012). Critically Reflective Thinking in Urban Teacher Education: A Comparative Case Study of Two Participants’ Experiences as Content Area Teachers. Professional Educator, 36(2), n2.

Cherng, H. Y. S., & Halpin, P. F. (2016). The importance of minority teachers: Student perceptions of minority versus white teachers. Educational Researcher, 45(7), 407-420.

Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline. Journal of Educational and Psychological Consultation, 4, 325-353.

Ladson-Billings, G. (2004). Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms. John Wiley & Sons.

Liou, D. D., & Rojas, L. (2016). Teaching for empowerment and excellence: The transformative potential of teacher expectations in an urban Latina/o classroom. The Urban Review, 48(3), 380-402.

Matias, C. E., & Liou, D. D. (2015). Tending to the heart of communities of color: Towards critical race teacher activism. Urban Education, 50(5), 601-625.

Milner, H. R., & Laughter, J. C. (2015). But good intentions are not enough: Preparing teachers to center race and poverty. The Urban Review, 47(2), 341-363.

Morales-Doyle, D. (2017). Justice-Centered Science Pedagogy: A Catalyst for Academic Achievement and Social Transformation. Science Education, 101(6), 1034-1060.

New York State Education Department. (2019). Educator diversity report. http://www. nysed.gov/common/nysed/files/programs/educator-quality/educator-diversity-reportdecember-2019.pdf

Richards, H., Brown, A., Forde, T., (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. Teaching Exceptional Children, 39(3) 64-68. https://doi. org/10.1177/004005990703900310

Schiff, Mara. (2013). Dignity, Disparity and Desistance: Effective Restorative Justice Strategies to Plug the “School-To-Prison Pipeline,” Closing the School Discipline Gap: Research to Practice Conference, Washington D.C., 2013: UCLA’s Civil Rights Project.

Shaunessy, E., & McHatton P.A., (2009). Urban Students’ Perception of Teachers: Views of Students in General, Special, and Honors Education. Urban Review: Issues and Ideas in Public Education, 41(5), 486-503.

Tatum, B. D. (2001). Professional development: An important partner in antiracist teacher education. Racism and racial inequality: Implications for teacher education, 51-58. https://files.eric.ed.gov/fulltext/ED469954.pdf#page=48

Zeichner, K. (2006). Reflections of a university-based teacher educator on the future of college-and university-based teacher education. Journal of Teacher Education, 57(3), 326-340.