A Good Start:  A Progressive, Transactional Approach to Diversity in Preservice Teacher Education
Bilingual Research Journal. (2001).  National Association for Bilingual Education and the Southwest Center for Education Equity and Language Diversity, University of Arizona.  M. B. Arias & L. Poyner.

The authors “problematize the traditional ‘transmission teacher education approaches’ to diversity with respect to preparing teachers to teach reading and language arts to culturally and linguistically diverse children.  Further, (they) use Banks' developmental stages of ethnic identity to discuss the potential impact (or lack of impact) of such traditional transmission teacher education on preservice teachers.  (Their) research then examines the potential impact of a progressive, transactional reading and language arts methods block of courses at an urban professional development school on preservice teachers' understanding of teaching culturally and linguistically diverse children.  Finally, (they) situate the findings within Banks' developmental stages of ethnic identity.”
Abstract and click for full text:   http://brj.asu.edu/content/vol25_no4/abstracts.html

Anthropology and Child Development: A Cross-Cultural Reader
Blackwell Publishing, Boston, Massachusetts, and Worldwide. (2008).
R. A. LeVine & R. S. New (Eds.).

“This unprecedented collection of articles is an introduction to the study of cultural variations in childhood across the world and to the theoretical frameworks for investigating and interpreting them.”  The book (a) presents a history of cross-cultural approaches to child-development; (b) examines diverse contexts of childhood in ecological, semiotic, and sociolinguistic terms; (c) includes ethnographic studies of childhood in the Pacific, Africa, Latin America, East Asia, Europe and North America; (d) illuminates the process through which people become the bearers of culturally/historically specific identities; and (e) serves as a text for anthropology courses focusing on childhood, as well as classes on development psychology and teacher preparation.
For purchase: http://www.blackwellpublishing.com/book.asp?ref=9780631229759&site=1


Becoming Culturally Responsive Educators:  Rethinking Teacher Education Pedagogy

National Center on Culturally Responsive Educational Systems
Arizona State University, Tempe. (2004). 
C. Kea, G. Campbell-Whatley, & H. Richards.

Curricula Enhancement Module Series (Professional Development – Public Health)
National Center for Cultural Competence, Georgetown University Center for
Child and Human Development, Washington DC

“This series  was developed through a cooperative  agreement with the Division of Research, Training and Education (DRTE), Maternal and Child Health Bureau, Health Resources and  Services Administration, U.S. Department of Health and Human  Services.  The goal of the series is to increase the capacity  of DRTE-funded programs to incorporate principles and practices of cultural and linguistic competence into all aspects of their leadership training.  The curricula  enhancement series centers on these four key content areas: (a) cultural awareness; (b) cultural self-assessment; (c) process of inquiry – communicating in a multicultural environment; and (d) public health in a multicultural environment.  The module series is designed to assist faculty in incorporating these four key content areas into existing curricula that are important to cultural and linguistic competence in public health.”
Full text – free registration:   http://www.nccccurricula.info/

Diversity and Learner-Centered Education
The ASHA Leader (2005).  American Speech-Language-Hearing Association,
Rockville, Maryland.  N.Mahendra, K. A. Bayles, C. K. Tomoeda, & E. S. Kim.

“Learner-centered education is a pedagogical framework that positions learners at the heart of the instructional process, not as passive recipients of information as in a traditional teacher- or content-centered approach.  When instruction is learner-centered, the focus shifts from instructors only delivering content and controlling the learning environment to actively engaging students in creating their own learning. . . . (The authors) describe a hierarchical, learner-centered, instructional model for teaching students and professionals about cultural and linguistic diversity that emphasizes acquisition of intercultural communication skills. . . . This model has been successfully used in courses on diversity in the Department of Speech, Language and Hearing Sciences at the University of Arizona, and more recently in the Department of Communicative Sciences and Disorders at California State University-East Bay.”
Full text:
http://www.asha.org/about/publications/leader-online/archives/2005/051129/f051129c.htm
Also see:  The Five Elements of Learner-Centered Education
http://www.asha.org/about/publications/leader-online/archives/2005/051129/f051129c1.htm

Center for the Integration of Research, Teaching, and Learning (CIRTL),
University of Wisconsin, Madison.

“The CIRTL Diversity Institute brought together a critical mass of scholars to produce materials and resources that will reform STEM higher education based on the idea that STEM students' learning is enhanced when classes, laboratories, and discussion sections foster engagement of all students irrespective of race, gender, or socioeconomic background.  The objective of the Diversity Institute was to create and disseminate a resource base that will enable faculty and future faculty to enhance diversity in STEM fields by creating inclusive classrooms.”  A literature review, resource book, case book, and self-guided workshop are available for download.
Diversity Resources:   http://www.cirtl.net/DiversityResources/

Educating Teachers for Diversity:  Seeing With a Cultural Eye
Teachers College Press, New York City. (2003).  J. J. Irvine.

Assembly of Alaska Native Educators, Anchorage, Alaska. (1999).
Published by the Alaska Native Knowledge Network

These guidelines “address issues of concern in the preparation of teachers who will be expected to teach students from diverse backgrounds in a culturally responsive and educationally healthy way.  Special attention is given to the preparation of Native and non-Native teachers for small rural schools in Alaska.”
Full text – Download PDF at the right:   http://www.ankn.uaf.edu/publications/teachers.html

Paper Presented at the Annual Meeting of the American Educational Research Association Conference, San Francisco. (2006).   A. M. Villegas & T. Lucas.

This paper is organized into five sections.  First, the authors “describe Montclair State University’s teacher education program and the institutional context in which it is situated.  Then (they) explain the conceptualization of culturally and linguistically responsive teaching adopted by program faculty and infused throughout the preservice teacher education curriculum.  This is followed by a description of the system developed by Montclair State University faculty to assess candidates in the initial teacher program, giving special attention to the assessment of candidates’ competence relative to culturally and linguistically responsive teaching. The results of those assessments are presented and discussed in the fourth section, followed by concluding comments."
Full text: http://www.teachersforanewera.org/index.cfm?fuseaction=publications.pubDetails&pub_id=617

Diversity Digest (2005).  Association of American Colleges and Universities, Washington DC.  D. Salas-Lopez  & M. Soto-Greene.

The University of Medicine and Dentistry of New Jersey (UMDNJ) “received funding from the Bildner Family Foundation for a project entitled Developing Cultural Competency at UMDNJ.  During this project, focus group interviews were conducted with administrators, faculty, staff, students, and community representatives about diversity-related issues in education, clinical care, research, and community service.  The results are helping to inform educational efforts throughout UMDNJ. . . . UMDNJ–New Jersey Medical School has embarked on curriculum transformation and is highlighting cultural competency as a major module within the new ‘physician’s core’ two-year sequence in the preclinical and subsequent clerkship years.”  This paper provides an overview of the curriculum
Full text:   http://www.diversityweb.org/Digest/vol9no2/salas-lopez.cfm

Leading With Diversity: Cultural Competencies for Teacher Preparation and Professional Development
The Education Alliance at Brown University in collaboration with
Pacific Resources for Education and Learning. (2005). 
E. Trumbull & M. Pacheco.

Pearson Education, Prentice Hall. (2007).
J. H. Hoover, J. K. Klingner, L. M. Baca, & J. M. Patton

“This book is written for any educator directly or indirectly involved in the K-12 education of culturally and linguistically diverse exceptional learners.  It is appropriate for use with both practicing as well as preservice educators in college or university courses that are designed to teach methods for assessing and educating culturally and linguistically diverse learners with disabilities.”
For purchase: 
http://www.amazon.com/Teaching-Culturally-Linguistically-Exceptional-Learners/dp/0131720236

Multicultural Issues in Academic and Clinical Education:  A Cultural Mosaic
The ASHA Leader (2004).  American Speech-Language-Hearing Association, Rockville, Maryland.
I. J. Stockman, J. Boult, & G. Robinson.

Multicultural Special Education: Culturally Responsive Teaching
Pearson Education, Prentice-Hall.  (2007).  F. E. Obiakor (Ed.).

“This comprehensive text is designed for courses in multicultural special education and courses where diversity is the focus when working with students with special needs.  Each chapter focuses on the fundamental principles of special education and their connection to appropriate educational programming and services for multicultural learners based on the research and experience in the fields of special and general education.  Each chapter, written by a well-known researcher in that area, opens with a case and application, and concludes with discussion questions with references fostering the reader to critically think about being responsive to teaching all learners.”
For purchase: http://vig.pearsoned.co.uk/catalog/academic/product/0,1144,0131178121,00.html


Multiculturalism in Teacher Education:  What to Assess,
For How Long, and With What Expected Outcome?
Electronic Magazine of Multicultural Education. (2006).  Eastern University,
St. Davids, Pennsylvania.   J. Abbate-Vaughn.

The author states that “for the research purposes of multicultural teacher education, longitudinal studies of program graduates in terms of their thoughts on diversity would provide vital data in the assessment of the program’s success with diversity education. . . . In contrast with the one-course approach, this way of framing the diversity education of preservice teachers as a program-wide effort includes elements such as clinical supervision, service learning, staff development, and school-university partnerships.  Those elements can be connected in efforts to design meaningful curriculum and assessment of experiences for candidates early in the induction process and even for cooperating teachers assisting universities in the education of future teachers. This model is a roadmap to teaching diverse students, and its implementation should complement other specific goals that each institution has for its candidates.  If the overall goals are to document and monitor the changing beliefs, improved skills, and actual practices as they engage diverse learners, the process should take place throughout the teacher education program and continue into the first years of teaching.”  The article discusses this approach to multiculturism.
Full text:
http://www.eastern.edu/publications/emme/2006fall/abbate-vaughn.html


Preparing Culturally Competent Early Education Teachers
Journal of Early Childhood Teacher Education. (2005).  C. I. Lim & H. Able-Boone
Distributed in Summary by the FPG Child Development Institute,
University of North Carolina, Chapel Hill.

This “study published in the Journal of Early Childhood Teacher Education and named the Distinguished Article of 2005 examines how early childhood personnel preparation programs are preparing professionals to develop a much-needed cultural competency.”  A detailed snapshot summary is available.
Snapshot of the study:
http://www.fpg.unc.edu/news/fpg_snapshot_detail.cfm?ID=657&go=archive
Citation:   Lim, C. I., & Able-Boone, H. (2005).  Diversity competencies within early childhood teacher preparation: Innovative practices and future directions. Journal of Early Childhood Teacher Education, 26, 225-238


Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations
Institute for Educational Leadership, Washington DC. (2005).

Supporting New Educators to Teach for Social Justice:
The Critical Inquiry Project Model
Perspectives on Urban Education. (2007).  The Pennsylvania State University.
B. Picower

“The Social Justice Critical Inquiry Project (CIP) at New York University was a two-year program piloted to create a space to support preservice teachers as they transition into their first year of teaching in New York City public schools.  This group allowed participants to reflect on their experiences and share their apprehensions, struggles and excitement about teaching with equity centered in their classrooms.  Participants used the lens of social justice, applying the frameworks of equity, agency, cultural relevance, and critical literacy to their practice in order to improve the educational experiences and achievement of their students.  The article provides details about the project’s goals, activities, outcomes, challenges and its implications for teacher education.”
Full text:  http://www.urbanedjournal.org/articles/article0035.html


Taking the Next Step: Preparing Teachers to Work with Culturally and Linguistically Diverse Children

Beyond the Journal: Young Children on the Web. (2005).
National Association for the Education of Young Children, Washington DC.
J. Daniel & S. Friedman.

The authors “consider how teacher-training programs are preparing teachers to work with young children who are linguistically and culturally diverse. Overall there has been much progress over the last quarter century in preparing teachers to meet the education needs of linguistically and culturally diverse children. . . . Despite such progress, however, recent research indicates that teachers believe they have not been adequately prepared to teach children from cultural and linguistic backgrounds different from their own and that they need to learn more specific skills to do so.”
Full text:   http://www.journal.naeyc.org/btj/200511/DanielFriedmanBTJ1105.asp

Teacher Education With an Attitude:  Preparing Teachers to Educate Working-Class Students in Their Collective Self-Interest
State University of New York Press, Albany.  (2007).  P. J. Finn & M. E. Finn.

“Using a social justice approach to teacher education, the contributing teacher educators address the need to prepare teachers to understand the way social class, race, and culture impact their efforts to educate working class students.  By helping prepare teachers to strengthen democracy through education, the contributors offer ways to help them develop ‘critical consciousness’ — the will to address society’s injustices and inequities.”
For purchase and to read the first chapter:
http://www.sunypress.edu/details.asp?id=61410

National MultiCultural Institute, Washington DC. (2003).  R. Anand.

“This detailed manual provides guidance to diversity trainers who want to conduct workshops that move beyond personal awareness to building specific skills and cultural competency.  The manual includes sections on Models of Cultural Competency, Communication, Conflict Resolution, Team Building, Giving Effective Feedback, and Individual/ Organizational Action Planning.  It presents guidelines for trainer competencies around personal awareness, facilitation skills and knowledge. It also provides tools for using case studies, designing an effective needs assessment, and identifying the advantages and pitfalls of working in diverse training teams.”
For purchase – Scroll down and also see related publications:
http://www.nmci.org/store/manuals.htm#teaching

Multicultural Pavilion, EdChange, Saint Paul, Minnesota. (2005). 
N Harding.

Center for Instructional Development and Research,
University of Washington, Seattle.  B. Schmitz.

Also see:  Strategies and Resources for Inclusive Teaching
http://depts.washington.edu/cidrweb/inclusive/index.html

Walking the Road: Race, Diversity, and Social Justice in Teacher Education
Teachers College Press, New York City. (2004).  M. Cochran-Smith.