Teacher Preparation and the Education of Immigrant Children
Bibliographic Data
| ID | 9729463 |
|---|---|
| Authors | A Lin Goodwin (0000-0002-9700-9655, Teachers College, Columbia University, corresponding author) |
| Year | 2002 |
| Volume | 34 |
| Issue | 2 |
| Pages | 156-172 |
| Publication date | 2002-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124502034002003 |
| OpenAlex | W2166669886 |
| Language | EN |
| Citations received | 70 |
| References cited | 11 |
This article looks at the issue of teacher preparation in light of changing demographics as a direct consequence of increased immigration. It begins by describing the current context in which many new teachers will find themselves. It then moves to a review of the teacher education literature over the past two decades to ascertain how the profession conceptualizes immigrant children and the education of those who will teach them. Using this review as a foundation, the article then outlines key issues that must be taken into account when preparing teachers to work effectively with immigrant children. The article concludes with recommendations for teacher educators
Context (archaeology · Demographics · Foundation (evidence · Immigration · Pedagogy · Political science · Sociology · Teacher education · Teacher Preparation · Work (physics · Education and experiences of immigrants and refugees · Education Systems and Policy · Law · Multilingual Education and Policy
The Possiblities Offered by Inclusive Education in Addressing the Challenges of Urban Education
Educational Responses to Newly Arrived Students in Sweden
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
Chapter 4 Contesting the Model Minority and Perpetual Foreigner Stereotypes
Exploring Factors That Facilitate Acculturation Strategies and Academic Success of West African Immigrant Youth in Urban Schools
Supporting and measuring current and future educators' preparedness to facilitate wellbeing of displaced children in schools
Early childhood educators as language teachers
Opening Pandora’s box
Teachers for Immigrant Students
Education and the Arab Spring
Esol Teachers' Knowledge of Context as Critical Mediator in Curriculum Development
Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile
‘Like’ if you support refugees
Cultural and linguistic experiences of immigrant youth
‘Their first language … would be a resource sometimes
I Just Don’t Know What to Do!” Teacher Preparedness for Multilingual Students of Immigrant and Refugee Background
Waking Up Every Day With the Worry”
Immigrant-Responsive Multicultural Education in the United States
Who Really Wants “The Tired, the Poor, and the Huddled Masses” Anyway
Zooming Into the School Narratives of Refugee Students
An Exploratory Qualitative Study of Plyler v. Doe and Practice Dilemmas for White Women Preservice Teachers
Through the Lens of a Latino Jewish Teacher
More than an English language learner
Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity
Teaching and learning with Asian American and Pacific Islander students
Negotiating domination and resistance
Examining whiteness as an obstacle to positively approaching immigrant families in US early childhood educational settings
Development of a refugee education competency framework
Urban teachers’ perceptions of inclusion of migrant children in the Chinese educational institution
Teacher Educators Wrestling with Issues of Diversity in Online Courses
Reimagining teacher education for immigrant students in the context of global migration
Critical global citizenship education for transnational youth
E-mentoring-based action research on the challenges experienced by preschool teachers with refugee children in the classroom
The inclusive mindset transformation needs of teachers working in challenging conditions
Teachers making sense of undocumented status and their responsibilities to undocumented students
Playing with power and privilege
What student teachers learn about multicultural education from their cooperating teachers
The note of discord
An expanded framework for preparing teachers to educate children of immigrant backgrounds
Challenges for schools in communities with internal migration flows
Fostering Critical Dialogue Across Cultural Differences
African Immigrants, the “New Model Minority”
Challenges Facing Immigrant Students Beyond the Linguistic Domain in a New Gateway State
Circuits of Dominance in Education and Poverty
Educational Attainment of Haitian Immigrants
Fear of a School-to-Deportation Pipeline
Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment
Respecting a Cultural Continuum of Black Male Pedagogy
Linking the Process and Outcomes of Parent Involvement Policy to the Parent Involvement Gap
Are you Privileged or Oppressed
Tales From the Front Line
U.S. Empire and an Immigrant’s Counternarrative
Asian American and Pacific Islander Students
Teachers and Parents at Odds
Characteristics of Adolescent Sierra Leonean Refugees in Public Schools in New York City
Doing “Diversity” at Dynamic High
Urban Principals’ Facilitation of English Language Learning in Public Schools
Engaging in transnational ways of teaching and building a community of practice
Multicultural Education and Newcomer Youth
The Diverse Immigrant Student Experience
Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children
Toward Participatory Communal Citizenship
Graduates' Reports of Advocating for English Language Learners
Preparing Globally Competent Teachers
Riding la Bestiá
Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement
Lessons From a Postcritical Ethnography, Burundian Children With Refugee Status, and Their Teachers
Teaching Myanmar students under the Gaokao policy in a borderland school
Examining Loss
Gracias por escucharnos
The dreamkeepers
Interdependence of first- and second-language proficiency in bilingual children
Minority Status and Schooling in Plural Societies
Blind Vision
The World outside and inside Schools
The Continuing Decline in Asian American Teachers
An Analysis of English-Language Proficiency among U.S. Immigrants
The Handbook of Research on Multicultural Education
Diversity in Teacher Education
| Unique citing works | 70 |
|---|---|
| Citations per year | 3,18 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 70 |