Tep Vol 30-N3

001 – Our Concern as Teachers Educators: The Hegemonic Forces of Dominant Ideology
Patrick M. Jenlink
002 – The Challenges of Differentiating Instruction for ELLs: An Analysis of Content-Area Lesson Plans Produced by Preservice Language Arts and Social Studies Teachers
Clara Lee Brown and Rachel Endo
003 – Prospective Teachers’ Beliefs in Factors Negatively Influencing African American, Low-income Anglo, and Hispanic Students’ Academic Achievement
Maximo Plata, Alaric A. Williams, and Tracy B. Henley
004 – Teachers Matter: The Teacher’s Role in Increasing Working-Class Latina/o Youth’s College Access and Empowerment
Leticia Rojas
005 – From “Blissfully Unaware” to “Another Perspective on Hope”: An Indigenous Knowledge Study Abroad Program’s Impacts on the Ways of Knowing of Pre-service Transnational English Learner Teachers
G. Sue Kasun and HyeKyoung Lee
006 – Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners
Stephanie Wessels, Guy Trainin, Jenelle Reeves, Theresa Catalano, and Qizhen Deng
007 – Common-Sense and Scientific Interpretation of Cultural Relevance
Charles L. Lowery
008 – A Pre-service Teacher’s Use of a culturally Relevant Text with Interracial Themes
K. Dara Hill
009 – Teacher Learning through Culturally Relevant Literature: A Cross-Context Study of Teacher Education for English Learners
Megan Hopkins and Amy J. Heineke
010 – Examining Entry-level Mandarin Chinese Teacher Candidates: Experiences, Motivation and Development
Ping Liu
011 – BOOK REVIEW: Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from A Faculty Learning Community
Wenli Zhang
Call for Book Reviews
Upcoming Issues and Call for Reviewers