NCCRESt

part of the Education Reform Networks

Discomfort Zones: Learning about Teaching with Care and Discipline in Urban Schools

Multicultural principles, discipline, and curriculum theory should be integrated and revisited across the teacher-education program via case studies, portfolio assessment, and field experiences. Authors deplore prescriptive, procedural approaches to teaching and value ongoing faculty/student conversations, university alliances with "best" teachers and principals, and trust in children's power. (Contains 64 references.) (MLH)

• Author/Creator: Groulx, Judy, Thomas, Cornell
• Date Published: Jan
• Journal/Secondary Title: International Journal of Educational Reform
• Number: 1
• Volume: 9
• Year: 2000

This resource is cataloged under:

• Network/channel: NCCRESt: Practices: Diversity Practices
• Network/channel: NCCRESt: Practices: Professional Development
• Subject: Curriculum
• Subject: Discipline
• Subject: Diversity (Faculty)
• Subject: Diversity (Student)
• Subject: Elementary Secondary Education
• Subject: Field Experience Programs
• Subject: Higher Education
• Subject: Minority Groups
• Subject: Multicultural Education
• Subject: Portfolio Assessment
• Subject: professional development schools
• Subject: Schools of Education
• Subject: Teacher Education
• Subject: Teacher Educators
• Subject: Teacher Student Relationship
• Subject: Teaching Methods
• Subject: Urban Schools

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