Contents
Introduction: How Cultural Learning Matters for Educators Everywhere
1An Action Science Approach to Cultural Learning in Urban Schools and Minority Serving Institutions (MSIs)
3Culturally Accepted Meanings and Understandings Shared by K-12 Urban Teachers
4Individual Action Strategies K-12 Urban Teachers Use at Work
5Collective Action Strategies K-12 Urban Teachers Use at Work
6Single-Loop Learning and Double-Loop Learning Conditions in Urban Schools
7Implications from the Systematic Review for Four Types of Cultural Learning K-12 Urban Teachers Engage in at Work
8Empirical Research on College Faculty Thinking and Action in a Minority Serving Institution
9Faculty Value Orientations for Single-Loop Learning and Double-Loop Learning at Work with Students from LIMCCs
10Consequences of Model I and Model II Values for Learning across Student–Teacher Cultural Differences in MSIs
11Faculty Variance in Use of Traditional and Culturally Responsive Classroom Management Strategies
12Consequences of Variance in Use of Traditional and Culturally Responsive Classroom Management Strategies for Learning across Student–Teacher Differences in MSIs
13Implications from the Empirical Data for Instructor Learning across Cultures in MSIs
Conclusion: Reconciling the Knowing–Doing Gap for K-16 Educators in Urban Schools and MSIs
