Throughout the TDSi tools and cases, relevant research is cited. Full references for those citations are listed below. The source of resources included in the TDSI are provided with the resource.
Bobo, L. (2001). Racial Attitudes and Relations at the Close of the Twentieth Century. In N. Smelser, W. J. Wilson, F. Mitchell, & National Research Council (Eds.), America Becoming: Racial Trends and Their Consequences (Vol. 1, pp. 264-301). Washington, D.C.: National Academy Press.
Brawarsky, S. (1996). Improving intergroup relations among youth. New York: Carnegie Corporation of New York.
Carter, P. (2008). Teaching Students Fluency in Multiple Cultural Codes. In M. Pollock (Ed.), Everyday Antiracism: Getting Real About Race in School (pp. 107-111). New York: The New Press.
Cohen, E. G. (2004). Producing equal-status interaction amidst classroom diversity. In W. Stephan & P. Vogt (Eds.), Education programs for improving intergroup relations, theory, research, and practice (pp. 37-54). New York: Teachers College Press.
Diamond, J. (2008). Focusing on Student Learning. In M. Pollock (Ed.), Everyday Antiracism: Getting Real About Race in School (pp. 254-256). New York: The New Press.
Gillborn, D. (2008). Developing Antiracist School Policy. In M. Pollock (Ed.), Everyday Antiracism: Getting Real About Race in School (pp. 246-251). New York: The New Press.
Gutierrez, R., Bay-Williams, J., & Kanold, T. (2008, October). Beyond Access and Achievement: Equity Issues for Mathematics Teachers and Leaders. NCTM News Bulletin.
Henze, R. (2000). Leading for Diversity: How School Leaders Achieve Racial and Ethnic Harmony. Research brief 6, Santa Cruz: Center for Research on Education, Diversity and Excellence.
Irvine, J., Armento, B., Causey, V., Jones, J., Frasher, R., & Weinburgh, M. (2001). Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades. Boston: McGraw-Hill.
Irvine, J. J. (1990). Black Students and School Failure: Policies, Practices, and Prescriptions. Westport: Greenwood Publishing Group.
Ladson-Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, 34(3), 159-65.
Louie, V. (2004). Compelled to Excel: Immigration, Education, and Opportunity Among Chinese Americans. Stanford: Stanford University Press.
Miller, L. S. (1995). An American Imperative: Accelerating Minority Educational Advancement. New Haven: Yule University Press.
Newmann, F., & Wehlage, G. (1995). Successful school restructuring: A report to the public and educators. Madison: Center on Organization and Restructuring Schools, Wisconsin Center for Education Research. Washington, DC: U.S. Department of Education
Noguera, P. (2008). What Discipline Is For: Connecting Students to the Benefits of Learning. In M. Pollock (Ed.), Everyday Antiracism: Getting Real About Race in School (pp. 132-137). New York: The New Press.
Rubin, B. (2008). Grouping in Detracked Classrooms. In M. Pollock (Ed.), Everyday Antiracism: Getting Real About Race in School (pp. 90-95). New York: The New Press.
Singleton, G., & Linton, C. (2006). Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Crowing Press.
Slavin, R. (1994). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon.
Stephan, W., & Stephan, C. (2004). Intergroup Relations in Multicultural Education Programs. In J. Banks & C. Banks (Eds.), Handbook of Research on Multicultural Education (2nd ed., pp. 782, 791-794). San Francisco: Jossey-Boss.
Valenzuela, A. (2008). Uncovering Internalized Oppression. In M. Pollock (Ed.), Everyday Antiracism: Getting Real About Race in School (pp. 50-55). New York: The New Press.
Villegas, A. M. (1991). Culturally Responsive Pedagogy for the 1990s and Beyond. Trends and Issues. Washington, D.C.: American Association of Colleges for Teacher Education.
Villegas, A. M., & Lucas, T. (2002). Educating Culturally Responsive Teachers: A Coherent Approach. Albany: Suny Press.
