Learning to Attend to Culturally and Linguistically Diverse Learners through Teacher Inquiry in Teacher Education.

available for all at this link, and full article available for subscribers: http://www.tcrecord.org/content.asp?contentid=16470 Citation: Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2012). Learning to attend to culturally and linguistically diverse learners through teacher inquiry in teacher education. Teachers College Record, 114(7), 50 pages. Authors’ Note: This study was funded, in part, by a grant from the Spencer Foundation. An earlier version of this article was presented at the American Educational Research Association Annual Meeting, Denver, May, 2010. Steven Athanases (szathanases@ucdavis.edu) is professor in the School of Education at the University of California, Davis. He studies diversity and equity in the teaching and learning of English and in teacher education and development. Recent publications include “Advocacy for Equity in Classrooms and Beyond: New Teachers’ Challenges and Responses” with L. C. de Oliveira (Teachers College Record) and Mentors in the Making: Developing New Leaders for New Teachers, co-edited with B. Achinstein (Teachers College Press). He has received awards for distinguished research from the Association of Teacher Educators and the National Council of Teachers of English. Juliet Michelsen Wahleithner (jwahleithner@ucdavis.edu) is a Ph.D. Candidate in the School of Education at the University of California, Davis. Drawing from her experience as a high school English Language Arts teacher and a Teacher Consultant with a regional site of the National Writing Project, her dissertation research examines how high school English language arts teachers use their knowledge of writing instruction to negotiate the diverse writing needs of their students and the pressures of high stakes accountability. Lisa H. Bennett (lbennett@ucdavis.edu) is a Ph.D. Candidate in the School of Education at the University of California, Davis. She currently teaches reading methods and academic literacy courses at California State University, Fresno. Her research interests include inquiry in teacher education, academic literacy, and early literacy instruction. Her dissertation focuses on how an inquiry stance is shaped and mediated by teachers’ practices over time.