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Culturally Marked: Narratives as a Cultural Tool in the Preparation of Teachers for Culturally and Linguistically Diverse Students

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Abstract:

This literature review examined research on teacher educators’ uses of culturally marked narratives as mediational tools for preparing teacher candidates to work with students from varying language and cultural backgrounds.

Most Common Document Word Stems:

teacher (44), narrat (35), cultur (35), literaci (31), educ (30), use (27), m (20), practic (19), candid (17), mark (16), 2000 (13), research (12), multicultur (11), event (11), d (11), conceptu (11), review (10), prepar (10), work (10), 1998 (10), press (9),
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Association:
Name: American Association of Colleges for Teacher Education
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http://www.aacte.org


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URL: http://www.allacademic.com/meta/p207598_index.html
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MLA Citation:

Tenore, F. Blake. and Davis, Dennis. "Culturally Marked: Narratives as a Cultural Tool in the Preparation of Teachers for Culturally and Linguistically Diverse Students" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA, Feb 07, 2008 <Not Available>. 2010-03-12 <http://www.allacademic.com/meta/p207598_index.html>

APA Citation:

Tenore, F. and Davis, D. , 2008-02-07 "Culturally Marked: Narratives as a Cultural Tool in the Preparation of Teachers for Culturally and Linguistically Diverse Students" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA Online <APPLICATION/PDF>. 2010-03-12 from http://www.allacademic.com/meta/p207598_index.html

Publication Type: Roundtable Presentation
Abstract: This literature review examined research on teacher educators’ uses of culturally marked narratives as mediational tools for preparing teacher candidates to work with students from varying language and cultural backgrounds.

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Similar Titles:
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A Cross-Cultural Literacy Practicum Experience in a Literacy Teacher Education Course: Two Case Studies of Teacher Learning


 
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