This research provides a framework for considering how developing teachers in the US and South Africa move beyond cognitive internalization of the theory presented to them in teacher education courses toward positions of reflective, committed action in their generative development as teachers of diverse student populations. The research is designed to help us better conceptualize the processes by which teachers develop and change over time. It further investigates how we can support teachers as facilitators of technology innovations in their diverse classrooms. The research challenges US and South African educational reformers to imagine new possibilities for preparing teachers to teach in our nations' most challenging schools.

SELECTED PUBLICATIONS

Ball, A. F. & Tyson, C. A. (Eds.)  (2011). Studying diversity in teacher education. Lanham, MD: Rowman & Littlefield.

Ball, A F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45-72). (pdf)

Ball, A. F. (Ed.). (2006). With more deliberate speed: Achieving equity and excellence in education.  NSSE 2006 Yearbook: National Society for the Study of Education.  Williston, VT: Blackwell Publishing.

Ball, A. F. (2006). Multicultural strategies for education and social change: Carriers of the Torch in the US and South Africa. NY: Teachers College Press.

Ball, A.F. (2000). Preservice teachers' perspectives on literacy and its use in urban schools: A Vygotskian perspective on internal activity and teacher change. In C. Lee & P. Smagorinsky (Eds.), Worlds of meaning: Vygotskian perspectives on literacy research, pp. 314-359. Cambridge, MA: Cambridge Press. (pdf)

Ball, A.F. (2000). Preparing teachers for diversity: Lessons learned from the U.S. and South Africa. Teaching and Teacher Education,16, 491- 509. Special Issue on Preparing Teachers for Diversity. (pdf)

Ball, A.F. (2000). Empowering pedagogies that enhance the learning of multicultural students. Teachers College Record, 102(6), 1006-1034. (pdf)

Ball, A.F. & Lardner, T. (1999). Dispositions toward literacy: Constructs of teacher knowledge and the Ann Arbor Black English case. In L. Ede (Ed.), On Writing Research: The Braddock Essays 1975-1998, pp. 413-428. Boston: Bedford/St. Martin's Press. (pdf)

Ball, A.F. (1998). The value of recounting narratives: Memorable learning experiences in the lives of inner-city students and teachers. Journal of Narrative Inquiry, 8(1), 1-30.

Ball, A.F. (1998). Evaluating the writing of culturally and linguistically diverse students: The case of the African American Vernacular English speaker. In C. R. Cooper & L. Odell (Eds.), Evaluating writing: The role of teachers' knowledge about text, learning, and culture, pp. 225-248. Urbana, IL: National Council of Teachers of English Press. (pdf)

Ball, A.F. & Lardner, T. (1997). Dispositions toward literacy: Constructs of teacher knowledge and the Ann Arbor Black English case. College Composition and Communication, 48(4), 469-485.

Ball, A.F. (1997). Expanding the dialogue on culture as a critical component when assessing writing. Assessing Writing, 4(2), 169-202. (pdf)

Ball, A.F., Williams, J., & Cooks, J. (1997). An Ebonics-based curriculum: The educational value. Thought & Action: The NEA Higher Education Journal, 13(2), 39-50.