Windows into Diverse Worlds

Allexsaht-Snider, M. , & Weissglass, J. (in press). Equity in mathematics education: Support for teachers. In M. Dilworth , C. Grant , & G. Pritchy-Smith (Eds.), The relationship of the knowledge base to diversity.

Anyon, J. (1995). Reform, social class, and educational reform in an inner-city school. Teachers College Record, 97(1), 69-94.

Apple, M. S. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431.

Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5-12, 18.

Casey, K. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Routledge.

Commission on Minority Participation in Education and American Life. (1988). One third of a nation. Denver, CO: American Council on Education and Education Commission of the States.

Connelly, M. , & Clandinin, J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.

Cummins, J. (1989). Empowering minority students. Sacramento: California Association for Bilingual Education.

Delgado-Gaitan, C. (1990). Literacy for empowerment: The role of parents in children's education. New York: Falmer.

Denzin, N. K. (1989). Interpretive biography. Newbury Park, CA: Sage.

Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany: State University of New York Press.

Foster, M. (1993). Educating for competence in community and culture: Exploring views of exemplary African-American teachers. Urban Education, 27(4), 370-393.

Galindo, R. , & Olguin, M. (1996). Reclaiming bilingual educators' cultural resources: An autobiographical approach. Urban Education, 31, 29-56.

Gitlin, A. D. (1990). Educative research, voice, and school change. Harvard Educational Review, 60(4), 443-466.

Grant, C. A. , & Tate, W. F. (1995). Multicultural education through the lens of the multicultural education research literature. In J. A. Banks & C.A.M. Banks (Eds.), Handbook of research on multicultural education (pp. 145-166). New York: Simon & Schuster Macmillan.

Guerra, J. C. (1996). "It is as if my story repeats itself': Life, language, and literacy in a Chicago comunidad. Education and Urban Society, 29(1), 35-53.

Henze, R. , Lucas, T. , & Scott, B. (1993). Dancing with the monster: Teachers attempt to discuss power, racism, and privilege in education. Paper presented at the American Educational Association meeting, Atlanta, GA.

Hodgkinson, H. (1989). The same client: The demographics of education and service delivery systems. Washington, DC: Institute of Education.

Kozol, J. (1991). Savage inequalities. New York: Crown.

Landes, R. (1976). Teachers and their family cultures. In J. I. Roberts & S. K. Akinsanya (Eds.), Schooling in the cultural context: Anthropological studies of education (pp. 401-418). New York: David McKay.

Langness, L. L. , & Frank, G. (1981). Lives: An anthropological approach to biography. Novato, CA: Chandler & Sharp.

Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.

National Coalition of Advocates for Students . (1991). The good common school: Making the vision work for all children. Boston, MA: National Coalition of Advocates for Students.

National Council of Teachers of Mathematics . (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

Pang, V. 0. (1990). Ethnic prejudice: Still alive and hurtful. In N. M. Hidalgo , C. L. McDowell , & E. V. Siddle (Eds.), Facing racism in education (pp.28-34). Reprint Series No. 21, Harvard Educational Review. Cambridge, MA: Harvard Educational Review.

Roberts, J. I. (1976). Introduction. In J. I. Roberts & S. K. Akinsanya (Eds.), Schooling in the cultural context: Anthropological studies of education (pp. 1-21). New York: David McKay.

Scheurich, J. J. (1993). Toward a White discourse on White racism. Educational Researcher, 22(8), 5-10.

Secada, W. G. (1992). Race, ethnicity, social class, language, and achievement in mathematics. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 623-659). New York: Macmillan.

Shannon, S. M. (1996). Minority parental involvement: A Mexican mother's experience and a teacher's interpretation. Education and Urban Society, 29(1), 71-84.

Sleeter, C. E. (1992). Resisting racial awareness: How teachers understand the social order from their racial, gender, and social class locations. Educational Foundations, 6(2), 7-32.

Spindler, G. , & Spindler, L. (1987). Issues and applications in ethnographic methods: Editorial introduction. In G. Spindler & L. Spindler (Eds.), Interpretive ethnography of education: At home and abroad. Hillsdale, NJ: Lawrence Erlbaum.

Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1-24.

Villanueva, I. (1996). Change in the educational life of Chicano families across three generations. Education and Urban Society, 29(1), 13-34.

Weissglass, J. (1991). Teachers have feelings: What can we do about it? Journal of Staff Development, 12(1), 28-33.

Witherell, C. , & Noddings, N. (1991). Stories lives tell: Narrative and dialogue in education. New York: Teachers College Press.