Teacher Preparation

The Teacher Preparation Toolkit provides a repository of resources related to encouraging and inspiring future educators for equity and inclusion - important aspects of educator preparation. Resources can be filtered by category and media type.

Generally, these resources are available at no cost or through a subscription carried by CSU campus libraries.

EdChange: Building Equitable and Just Schools, Communities, and Organizations Through Transformative Actions

The EdChange This link will take you to an external website in a new tab.: Building Equitable and Just Schools, Communities, and Organizations Through Transformative Actions website has a myriad of resources and activities for teachers wanting to make a progressive change toward social justice in their classrooms.

Content Areas: General

Categories: Anti-bias Education, Cultural Diversity, Culturally Responsive Pedagogy, Diverse Income Levels, Equity, Language Diversity, Social Justice

Media Type: Organization Website
Submitted by: Calli Lewis Chiu clewischiu@fullerton.edu
Educating English Language Learners A Review of the Latest Research (2018)

The authors discuss the most current research on how to effectively teach English Language Learners (ELLs). The principles and practices identified are aimed at high-quality educational outcomes for English Language Learners (ELLs) and address both English proficiency and content-area knowledge.

Educating English Language Learners: A Review of the Latest Research This link will open a PDF file from an external website in a new tab. (pdf)

Published by: CEEDAR Center This link will take you to an external website in a new tab.

Authors: Dianne August

Content Areas: General

Categories: Emergent Bilinguals/ ELS, Language Diversity

Media Type: Article: Conceptual
Submitted by: Joan Bissell
Enhancing Academic Instruction for Adolescent English Language Learners With or at Risk for Learning Disabilities (2017)

This article outlines pathways to academic learning for English Language Learners (ELLs) and students with learning disabilities. It presents instructional strategies to support the development of reading and language proficiency simultaneous with making content learning accessible.

Enhancing Academic Instruction for Adolescent English Language Learners With or at Risk for Learning Disabilities This link will open a PDF file from an external website in a new tab. (pdf)

Published by: CEEDAR Center This link will take you to an external website in a new tab.

Authors: Diane Haager and Anna V. Osipova

Content Areas: General

Categories: Emergent Bilinguals/ ELS, Language Diversity, Special Education

Media Type: Article: Conceptual
Submitted by: Joan Bissell
Equity and Digital Contexts for Literacy Instruction

This Literacy Leadership Brief from the International Literacy Association discusses the relationship between equity and digital contexts for literacy instruction.

Improving Digital Practices for Literacy, Learning, and Justice (2018) This link will open a PDF file from an external website in a new tab. (pdf)

Published by: International Literacy Association This link will take you to an external website in a new tab.

Content Areas: Language Arts

Categories: Equity

Media Type: Position Paper
Submitted by: CSU Center for the Advancement of Reading/Writing hyopp@fullerton.edu
Equity Literacy for Educators: Definitions and Abilities (2017)

Four key abilities of equity literate educators are defined.

Equity Literacy for Educators: Definition and Abilities This link will open a PDF file from an external website in a new tab. (pdf)

Published by: Equity Literacy Institute This link will take you to an external website in a new tab.

Content Areas: General

Categories: Equity

Media Type: Other, Standards/Guidelines
Submitted by: CSU Center for the Advancement of Reading/Writing hyopp@fullerton.edu
Even Babies Discriminate: A NurtureShock Excerpt

This Newsweek article discusses information from multiple research studies about how children perceive and respond to racial differences.

Content Areas: General

Categories: Cultural Diversity

Media Type: Article: Conceptual
Submitted by: Calli Lewis Chiu clewischiu@fullerton.edu
Evidence-Based Practices for English Learners (2016)

This analysis identifies effective practices for English learners based upon a Multi-Tiered System of Supports (MTSS) model. The practices include three central areas: (a) academic instruction, (b) monitoring of student progress, and (c) family-school partnerships.

Evidence-Based Practices for English Learners This link will open a PDF file from an external website in a new tab. (pdf)

Published by: CEEDAR Center This link will take you to an external website in a new tab.

Authors: Richards-Tutor, C. Aceves, T. Reese, L.

Content Areas: General

Categories: Emergent Bilinguals/ ELS, Inclusive Practices, Language Diversity

Media Type: Standards/Guidelines
Submitted by: Joan Bissell
Expanding the Canon: How Diverse Literature Can Transform Literacy Learning (2018)

This Literacy Leadership Brief from the International Literacy Association argues for an expansive approach to literature selection in which the diverse streams of culture, history, and language comprising the human experience are represented.

Expanding the CanonHow Diverse Literature Can Transform Literacy Learning This link will open a PDF file from an external website in a new tab. (pdf)

Content Areas: General, Language Arts

Categories: Cultural Diversity, Equity, Language Diversity

Media Type: Article: Conceptual
Submitted by: CSU Center for the Advancement of Reading/Writing hyopp@fullerton.edu
Exploring Equity Issues: Building Relationships for Student Success (2017)

This analysis emphasizes that relationships with students matter significantly in advancing equity and contributing to the overall culture of learning environments in schools. It identifies key elements that contribute to positive relationships and school cultures.

Exploring Equity Issues: Building Relationships for Student Success This link will open a PDF file from an external website in a new tab. (pdf)

Published by: CEEDAR Center This link will take you to an external website in a new tab.

Authors: Peter W. Cookson, Jr

Content Areas: General

Categories: Equity

Media Type: Article: Conceptual
Submitted by: Joan Bissell
Five Ways to Support Students Affected by Trauma

This article provides live links to research and further information on trauma-informed teaching published by the Greater Good Science Center at the University of California, Berkeley.

Five Ways to Support Students Affected by Trauma This link will take you to an external website in a new tab.

Content Areas: General

Categories: Social Emotional Learning

Media Type: Article: Conceptual, Organization Website
Submitted by: Colette Rabin colette.rabin@sjsu.edu
For White Folks Who Teach in the Hood... and the Rest of Y'all Too

For White Folks Who Teach in the ’Hood is for every educator. The book gets to the heart of how inequities are perpetuated in schools and society. Emdin calls out the “pedagogy of poverty” that “rewards [students] for being docile and punishes them for being overly vocal or expressive.” It’s not just the stresses of their lives outside of school, but traditional school practices as well that often disempower students from struggling neighborhoods, his research has found.

Content Areas: General

Categories: Anti-bias Education, Cultural Diversity, Culturally Responsive Pedagogy, Diverse Income Levels, Equity, Inclusive Practices, Social Emotional Learning, Social Justice

Media Type: Book
Submitted by: Taquan Stewart tstewart@calstateteach.net
Fostering a Culture of Discourse in Secondary Mathematics Classrooms

The continued proliferation of linguistic diversity in US mainstream classrooms, coupled with the language demands of the Common Core Standards for mathematics instruction (CCSSM), and the National Council of Teachers of Mathematics' Principles to Actions (PtA), has prompted educational researchers to identify effective, linguistically relevant practices for preparing secondary mathematics educators adept at meeting the needs of emergent bilingual students. In this article, the authors argue for implementation of teacher education courses in mathematics that infuse "pedagogical language knowledge" as a tool for providing future teachers the skills and dispositions to foster a "classroom culture of discourse." This call comes in light of the discipline-specific language demands of the above-mentioned standards and secondary students' use of variable linguistic repertoires across and within languages to learn and display mathematical thinking and ideas.

Content Areas: Language Arts, Math

Categories: Culturally Responsive Pedagogy, Emergent Bilinguals/ ELS, Equity, Inclusive Practices, Language Diversity, Social Justice

Media Type: Article: Conceptual
Submitted by: Fernando Rodriguez-Valls frodriguez-valls@fullerton.edu