Rosa Hernández Sheets
Biographic Data
| ID | 1584036 |
|---|---|
| NAME | Rosa Hernández Sheets |
| GIVEN NAMES | Rosa Hernández |
| FAMILY NAME | Sheets |
| SIGNATURE | SHEETS R H |
| AFFILIATIONS | Texas Tech University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 5 |
Preparation and development of teachers of color
California's emergency credential teachers: Examining program conditions for sustainability and effectiveness
The Summer Institute for Teacher Education (SITE), a one-year program, emerged in response to a California State University directive to increase the number of credentialed teachers. This article explains the rationale and program approach, describes the participants of the first two cohorts—SITE 1999 and SITE 2000, and uses yearly program evaluations to discuss the program goals and outcomes. It concludes with implications for the preparation of…
Competency vs. good intentions: Diversity ideologies and teacher potential
Since the 1970s, some form of diversity ideology has been used in teacher education programs. Since these efforts have yielded few or no results, this response points out how various diversity ideologies guide research agendas, influence future scholarship, and propagate assumptions on the schooling issues facing our children. It describes the evolvement of a body of scholarship that appears to emphasize hope and advocacy, and tolerates excuses o…
"You're Just a Kid That's There"-Chicano Perception of Disciplinary Events
This qualitative study examined Chicano student perception of discipline and inquired if student-teacher conflict in urban classrooms was influenced by differences in the racial and ethnic identity and cultural positions of the participants. Focus groups, semi-structured interviews, classroom observations, and student records were the data sources. The participants were 4 Chicano students and 4 European American teachers from an urban high school…
Absent from the Research, Present in Our Classrooms: Preparing Culturally Responsive Chinese American Teachers
This article documents the paucity of research on Chinese American teachers and discusses how this dearth contributes to the "invisibility" of Asian Americans as frontline participants in the shaping of children, educators, and educational policy. It explores bilingual Chinese American teachers'perceptions of the multicultural course requirement in their teacher preparation program and examines the content and context in which this course is expe…
Advancing the Field or Taking Center Stage: The White Movement in Multicultural Education
Racial and Ethnic Identity in School Practices: Aspects of Human Development
Urban classroom conflict: Student-teacher perception: Ethnic integrity, solidarity, and resistance
From remedial to gifted: Effects of culturally centered pedagogy
1995). From remedial to gifted: Effects of culturally centered pedagogy. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 186-193
Urban classroom conflict: Student-teacher perception: Ethnic integrity, solidarity, and resistance
Absent from the Research, Present in Our Classrooms: Preparing Culturally Responsive Chinese American Teachers
This article documents the paucity of research on Chinese American teachers and discusses how this dearth contributes to the "invisibility" of Asian Americans as frontline participants in the shaping of children, educators, and educational policy. It explores bilingual Chinese American teachers'perceptions of the multicultural course requirement in their teacher preparation program and examines the content and context in which this course is expe…
From remedial to gifted: Effects of culturally centered pedagogy
1995). From remedial to gifted: Effects of culturally centered pedagogy. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 186-193
Competency vs. good intentions: Diversity ideologies and teacher potential
Since the 1970s, some form of diversity ideology has been used in teacher education programs. Since these efforts have yielded few or no results, this response points out how various diversity ideologies guide research agendas, influence future scholarship, and propagate assumptions on the schooling issues facing our children. It describes the evolvement of a body of scholarship that appears to emphasize hope and advocacy, and tolerates excuses o…
Preparation and development of teachers of color
"You're Just a Kid That's There"-Chicano Perception of Disciplinary Events
This qualitative study examined Chicano student perception of discipline and inquired if student-teacher conflict in urban classrooms was influenced by differences in the racial and ethnic identity and cultural positions of the participants. Focus groups, semi-structured interviews, classroom observations, and student records were the data sources. The participants were 4 Chicano students and 4 European American teachers from an urban high school…
Advancing the Field or Taking Center Stage: The White Movement in Multicultural Education
From remedial to gifted: Effects of culturally centered pedagogy
1995). From remedial to gifted: Effects of culturally centered pedagogy. Theory Into Practice: Vol. 34, Culturally Relevant Teaching, pp. 186-193
Urban classroom conflict: Student-teacher perception: Ethnic integrity, solidarity, and resistance
Racial and Ethnic Identity in School Practices: Aspects of Human Development
Advancing the Field or Taking Center Stage: The White Movement in Multicultural Education
"You're Just a Kid That's There"-Chicano Perception of Disciplinary Events
This qualitative study examined Chicano student perception of discipline and inquired if student-teacher conflict in urban classrooms was influenced by differences in the racial and ethnic identity and cultural positions of the participants. Focus groups, semi-structured interviews, classroom observations, and student records were the data sources. The participants were 4 Chicano students and 4 European American teachers from an urban high school…
Absent from the Research, Present in Our Classrooms: Preparing Culturally Responsive Chinese American Teachers
This article documents the paucity of research on Chinese American teachers and discusses how this dearth contributes to the "invisibility" of Asian Americans as frontline participants in the shaping of children, educators, and educational policy. It explores bilingual Chinese American teachers'perceptions of the multicultural course requirement in their teacher preparation program and examines the content and context in which this course is expe…
Competency vs. good intentions: Diversity ideologies and teacher potential
Since the 1970s, some form of diversity ideology has been used in teacher education programs. Since these efforts have yielded few or no results, this response points out how various diversity ideologies guide research agendas, influence future scholarship, and propagate assumptions on the schooling issues facing our children. It describes the evolvement of a body of scholarship that appears to emphasize hope and advocacy, and tolerates excuses o…
Preparation and development of teachers of color
California's emergency credential teachers: Examining program conditions for sustainability and effectiveness
The Summer Institute for Teacher Education (SITE), a one-year program, emerged in response to a California State University directive to increase the number of credentialed teachers. This article explains the rationale and program approach, describes the participants of the first two cohorts—SITE 1999 and SITE 2000, and uses yearly program evaluations to discuss the program goals and outcomes. It concludes with implications for the preparation of…
Pedagogy (8 works) · Psychology (8 works) · Sociology (8 works) · Teacher Education and Leadership Studies (5 works) · Mathematics education (4 works) · Political science (4 works) · Early Childhood Education and Development (3 works) · Ethnic group (3 works) · Perception (3 works) · Teacher education (3 works)