Ramona Maile Cutri
Biographic Data
| ID | 231155 |
|---|---|
| NAME | Ramona Maile Cutri |
| GIVEN NAMES | Ramona Maile |
| FAMILY NAME | Cutri |
| SIGNATURE | CUTRI R M |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0002-4155-7898 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“I’m still kind of not buying it”: Negotiating authority and resistance in five critical multicultural education courses
Although student resistance to equity-oriented teacher education courses is common, less is known about the pedagogical strategies that teacher educators use to respond to challenging classroom situations. Our article addresses this gap by using positioning theory to explore how instructors across five different multicultural education courses positioned themselves to claim authority and give their course content legitimacy. Our findings indicate…
Ways we performed inclusion and fell short: Shared entanglements with violence in social justice education
Tensions and Pitfalls in the Depiction of Biracial Characters in Children’s Picturebooks
The emergence of teacher self in the elementary classroom
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multic…
Examining a Decade of Research in Online Teacher Professional Development
This systematic review documents the progress of research in the area of online teacher professional development (oTPD) and seeks to inform developers and facilitators on the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The 73 studies analyzed in this review suggest that the research in oTPD is progressing toward more rigorous empirical methods and theoretical…
Faculty readiness for online crisis teaching: Transitioning to online teaching during the Covid-19 pandemic
[EN] This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, …
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
Naming a Personal “Unearned” Privilege: What Pre-service Teachers Identify After a Critical Multicultural Education Course
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their…
Expressions of ethnic identity in pre-adolescent Latino students: Implications for culturally relevant pedagogy
This study describes how 72 fifth-grade Latina/Latino students express their sense of belonging to their ethnic group. The purpose of this study is to help teachers gain specific understanding of the ways that pre-adolescent Latina/Latino students express belonging to their ethnic group, in order to become more effective at implementing culturally relevant and inclusive pedagogy. Students in this study spoke in concrete and descriptive ways about…
Moral Dimensions of Bilingual Education
The complexities involved in equitably educating language minority students raise ethical issues and involve the moral dimensions of teaching in a diverse democracy. Acknowledging the moral dimensions of bilingual education may encourage policy makers and practitioners to consider their ethical motivation and commitment to equitably educating all public education students. We use sociopolitical and legal perspectives to analyze the historical dev…
Naming a Personal “Unearned” Privilege: What Pre-service Teachers Identify After a Critical Multicultural Education Course
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their…
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
Moral Dimensions of Bilingual Education
The complexities involved in equitably educating language minority students raise ethical issues and involve the moral dimensions of teaching in a diverse democracy. Acknowledging the moral dimensions of bilingual education may encourage policy makers and practitioners to consider their ethical motivation and commitment to equitably educating all public education students. We use sociopolitical and legal perspectives to analyze the historical dev…
Expressions of ethnic identity in pre-adolescent Latino students: Implications for culturally relevant pedagogy
This study describes how 72 fifth-grade Latina/Latino students express their sense of belonging to their ethnic group. The purpose of this study is to help teachers gain specific understanding of the ways that pre-adolescent Latina/Latino students express belonging to their ethnic group, in order to become more effective at implementing culturally relevant and inclusive pedagogy. Students in this study spoke in concrete and descriptive ways about…
Naming a Personal “Unearned” Privilege: What Pre-service Teachers Identify After a Critical Multicultural Education Course
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their…
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
Examining a Decade of Research in Online Teacher Professional Development
This systematic review documents the progress of research in the area of online teacher professional development (oTPD) and seeks to inform developers and facilitators on the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The 73 studies analyzed in this review suggest that the research in oTPD is progressing toward more rigorous empirical methods and theoretical…
Faculty readiness for online crisis teaching: Transitioning to online teaching during the Covid-19 pandemic
[EN] This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, …
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multic…
The emergence of teacher self in the elementary classroom
Tensions and Pitfalls in the Depiction of Biracial Characters in Children’s Picturebooks
Ways we performed inclusion and fell short: Shared entanglements with violence in social justice education
“I’m still kind of not buying it”: Negotiating authority and resistance in five critical multicultural education courses
Although student resistance to equity-oriented teacher education courses is common, less is known about the pedagogical strategies that teacher educators use to respond to challenging classroom situations. Our article addresses this gap by using positioning theory to explore how instructors across five different multicultural education courses positioned themselves to claim authority and give their course content legitimacy. Our findings indicate…
Pedagogy (9 works) · Sociology (9 works) · Psychology (8 works) · Political science (6 works) · Social science (6 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Gender Studies (4 works) · Multicultural education (4 works) · Multiculturalism (4 works)