Vol. 24 No. 1 (2022): Open Issue

Published: 2022-04-25

Articles (Peer-reviewed)

Theory-to-Practice: Researching Indigenous Education in the United States

Stephanie Masta

1-15
- PDF
More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

Xochitl Archey

16-26
- PDF
“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

Jane Mburu

27-46
- PDF
International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University

Clarisse Halpern, Bruno Halpern, Hasan Aydin

47-67
- PDF
Exposing White Fragility and White Emotionalities in Hello Privilege. It’s Me, Chelsea

Mary Adu-Gyamfi, Sara B. Demoiny, LaGarrett King, Greg Simmons

68-87
- PDF
Fostering Pre-service English Teachers’ Intercultural Awareness through Lesson Designs

Chin-Wen Chien

88-112
- PDF
A study of the nutritional behavior of basketball players in different playing centers of the Western Region clubs in KSA

Dr. Majed Saleem El-Saleh

113-135
- PDF

Praxis Articles (Peer-reviewed)

A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All

Dawna Lisa Buchanan, HeeGyoung Song

113-128
- PDF
International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University

Clarisse Halpern, Bruno Halpern, Hasan Aydin

129-146
- PDF
Fostering Pre-service English Teachers’ Intercultural Awareness through Lesson Designs

Chin-Wen Chien

147-170
- PDF
“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

Jane Mwihaki Mburu

171-188
- PDF
Exposing White Fragility and White Emotionalities in Hello Privilege. It’s Me, Chelsea

Mary Adu-Gyamfi, Sara Demoiny, LaGarrett, Greg Simmons

189-206
- PDF
More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

Xochitl Archey

207-216
- PDF
Theory-to-Practice: Researching Indigenous Education in the United States

Stephanie Masta

217-229
- PDF
“I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation

Clarisse Halpern, Zachary Austin Ward, Hasan Aydin

230-249
- PDF
The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education

Peter Smagorinsky

250-265
- PDF
An Education Scholar and a Tightrope Walker: Reflexivity and Self-Discovery through the Research on How African American Women Navigate the Contested Spaces of Predominately White Colleges and Universities

Christina S. Haynes

266-284
- PDF
Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education

Shihua Brazill, Bill Ruff

285-299
- PDF
Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

Carla Tapia Parada, Ekaterina Tour

300-315
- PDF
Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project

Tuba Arabacı Atlamaz

316-332
- PDF
The Wrong Tools for the Job: Teachers’ Voices on Cultural Capital Mismatch

Crystal Recknagel, Ji Hong, Dionne Cross Francis, Qian Wang, Alexandra Parsons, Laura Lewis

333-354
- PDF
Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms

Amani Zaier, Faith Maina

355-369
- PDF

Vol. 24 No. 1 (2022): Open Issue

Articles (Peer-reviewed)

Theory-to-Practice: Researching Indigenous Education in the United States

More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University

Exposing White Fragility and White Emotionalities in Hello Privilege. It’s Me, Chelsea

Fostering Pre-service English Teachers’ Intercultural Awareness through Lesson Designs

A study of the nutritional behavior of basketball players in different playing centers of the Western Region clubs in KSA

Praxis Articles (Peer-reviewed)

A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All

International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University

Fostering Pre-service English Teachers’ Intercultural Awareness through Lesson Designs

“All Children Matter”: A Preservice Teacher’s Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

Exposing White Fragility and White Emotionalities in Hello Privilege. It’s Me, Chelsea

More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature

Theory-to-Practice: Researching Indigenous Education in the United States

“I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation

The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education

An Education Scholar and a Tightrope Walker: Reflexivity and Self-Discovery through the Research on How African American Women Navigate the Contested Spaces of Predominately White Colleges and Universities

Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education

Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project

The Wrong Tools for the Job: Teachers’ Voices on Cultural Capital Mismatch

Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms

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