Articles assignment.

Articles assignment.
Journal of Negro Education Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers Author(syf – R F H ( . L Q g Source: The Journal of Negro Education, Vol. 60, No. 2 (Spring, 1991yf S S 6 Published by: Journal of Negro Education Stable URL: http://www.jstor.org/stable/2295605 Accessed: 29/04/2010 14:12 Your use of the JSTOR archive indicates your acceptance of JSTOR’s Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR’s Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=jne. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] Journal of Negro Education is collaborating with JSTOR to digitize, preserve and extend access to The Journalof Negro Education. http://www.jstor.org
Articles assignment.
Problems in Educational Psychology Journal article assignment due April 9, 2017 1. Read the two attached articles . 2. Respond to the following questions (print for class): Compare and contrast the ways King and Knapp each characterize the challenges associated with preparing teachers to educate diverse learners? What is dysconscious racism and how does it impede educational equity? (use examples from King’s article) How does Knapp depart from “traditional psychology” in her use of educational psychology to shape teacher pedagogy? What strategies does she use to teach pre-service teachers about the nature of teaching to reach all students? What are your ideas (or questions) about how educational psychologists can adopt a more structural perspective and/or critical approach to our research on classroom issues?