NCCRESt

part of the Education Reform Networks

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diversity

• Curriculum Development for Multicultural and Multilingual Students
  Addressed the need to train teachers to work with culturally/linguistically diverse students, using a classroom case and online feedback from the case teacher and building a database of adapted lessons. Although cases were useful in promoting application of knowledge and skills, feedback and opportunity for reflection were essential.
• Developing practice, developing practioner: Toward a practice-based theory of professional development.
  The vision of a better education is complex.Teachers are to help diverse learners become competent and skilled, understand what they aredoing, and communicate effectively. Schools are to be connected with their communities, and all students are to succeed in ways they currently do not and never have before in the history ofAmerican public education.
• Developing practice, developing practioner: Toward a practice-based theory of professional development.
  The vision of a better education is complex.Teachers are to help diverse learners become competent and skilled, understand what they are doing, and communicate effectively. Schools are to be connected with their communities, and all students are to succeed in ways they currently do not and never have before in the history ofAmerican public education.
• Grouping practices and reading outcomes for students with disabilities
  Grouping practices, also referred to as ability/homogeneous grouping or tracking, separate students according to their perceived achievement and ability. This is done to provide instruction based on their perceived achievement/ability levels.
• Increasing African-American Teachers' presence in American Schools: voices of students who care.
  Presents the narratives of several African American students to illustrate the impact on students of having or not having African American teachers. Students' descriptions of their interactions with and praise for African American teachers illuminate why recruiting more teachers of color is important not only to the profession but also to the students themselves.
• Learning Disabilities Emperical Research on Ethnic Minority Students: An Analysis of 22 Years of Studies Published in Selected Refereed Journals
  CEC-DR’s Diversity Committee supports a broad view of scientific research in education that emphasizes the importance of using a broad range of methodological approaches and studying context as a way to increase our understandings of complex phenomena.
• Preparing students for diverse student populations.
  Argues a need for in-depth consideration of principles and practices to prepare teachers for classrooms they will face in the future. Notes problems created by the disparity between increasing student diversity and their overwhelmingly white, female English/language arts teachers.
• Rethinking Preservice Preparation for Teachers in the Learning Disabilities Field: Workable Multicultural Strategies
  Discusses problems and controversies associated with preservice teacher education curricular reform, teacher preparation programs and the learning disabilities field, and restructuring teacher preparation programs to prepare teachers to work with culturally diverse students with learning disabilities. Recruitment and retention of culturally diverse students and personnel is emphasized.
• Teachers for Multicultural Schools: The Power of Selection
  Proposes 12 teacher attributes that are important in multicultural schools, focusing on specific teacher qualities and ideology and explaining that selecting teachers who are predisposed to perform the sophisticated expectations of multicultural teaching is a necessary precondition. Training has important value after preselection, providing it emphasizes being mentored on the job as fully accountable teachers.
• Unraveling the professional development school equity agenda
  Examines major critiques from the literature on the Professional Development School (PDS) equity agenda and accomplishments, referencing works from literature on PDSs, diversity, urban education, and multicultural education. The paper focuses on issues related to poor or working-class learners in PDS settings and learners from non-European racial, ethnic, and linguistic groups.
• Weighty perceptions: A study of the attitudes and beliefs of preservice teacher education students regarding diversity and urban education
  Twenty-first century predictions forecast highly diverse, urban students and predominantly white, monolingual, interculturally limited teachers as the makeup of the new millennium's schools. To avoid a cultural crash, today's potential teaching force must be prepared for tomorrow's students by teacher educators in colleges and universities.