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Inservice Teacher Education

• A Developing Model of Teachers Educating Themselves for Multicultural Pedagogy
  This paper reports on the individual student projects of 37 classroom teachers enrolled in a graduate class on multicultural arts education. Identifies points of initial resistance and relates these to patterns of change.
• A Guide to Faculty Development: Practical Advice, Examples, and Resources
  Chapters in this guide provide practical guidance and useful information and resources relating to important aspects of faculty development, from setting up a faculty development program to assessing teaching practices.
• Breaking Racial Stereotypes by Reconstructing Multicultural Education
  Racial stereotypes and discrimination have destroyed many bright futures by limiting the possibilities of people of color in America. Describes two initiatives that can be implemented in schools in order to help destroy negative images of race and reconstruct a more healthy foundation to build on: multiculturalism across the curriculum and multicultural awareness inservices for teachers.
• Critical Pedagogy: Translation for Education that Is Multicultural
  Examined the translation of multicultural learning activities in a college classroom into critical pedagogy in public school classrooms. Practicing teachers enrolled in the course completed interviews and surveys.
• Educating teachers for restructured schools
  In this book, leading scholars address a range of issues, ideas, and research findings in the field of teacher education, examining specific disciplines, social foundations, and program structures, as well as school reform and diversity.
• Energizing Teacher Education and Professional Development with Problem-Based Learning
  This collection of papers presents a variety of field-tested examples that use problem-based learning (PBL) for teacher education in many professional development settings. It describes PBL activities for preservice, novice, and experienced educators at all levels.
• Fostering Multicultural Awareness among Teachers: A Tripartite Model
  Describes a group session involving 12 teachers of various ethnicities designed to encourage participants to foster a multicultural environment in their classrooms by increasing their awareness, knowledge, and skills in working with ethnic minority students. Participants' responded positively to the sessions.
• Implementing Multicultural and Global Studies: Selected Resources about Materials and Their Uses by Teacher Educators, Inservice Providers, and K-12 Educators
  Presents an annotated bibliography that represents the varieties of materials which may be useful for those who plan, develop, and implement multicultural and global studies; infuse them throughout the curriculum; and strive to develop personnel with the attitudes and skills to collaborate and empathize with youth. (SM).
• Intercultural and Multicultural Education as Cultural Encounter and Reflection: Innovative Programs at the International Center for the Study of Education Policy and Human Values
  Describes the International Center for the Study of Educational Policy and Human Values at the University of Maryland. Asserts that it has achieved its two original goals of assisting experienced leaders to integrate an intercultural dimension into programs and develop model intercultural programs and training materials.
• Meeting the Needs of Multiracial and Multiethnic Children in Early Childhood Settings
  Addresses the needs of preschool children whose biological parents come from two or more traditional racial/ethnic groups. Advocates the extension of multiracial curriculum in early childhood programs to support and embrace these multiracial and multiethnic children.
• Overcoming Resistance to Multicultural Discourse through the Use of Classroom Simulations
  Describes how simulations, role plays, and other experiential exercises can be used in educational settings to reduce resistance and encourage discourse on equity issues. These techniques can bring new insights into professional development in multicultural education, raising awareness of hidden biases so teachers feel more comfortable in the classroom and do not reinforce stereotypes and negative patterns.
• Philosophical and structural perspectives in teacher education
  In this book, leading scholars address a range of issues, ideas, and research findings in the field of teacher education, examining specific disciplines, social foundations, and program structures, as well as school reform and diversity.
• Professional Development Schools: Catalysts for Teacher and School Change
  Using data from surveys of and interviews with teachers and principals, this study explored the impact of involvement in Professional Development Schools (PDS) on teacher professional growth and school change at seven elementary and secondary PDS sites. Results highlighted the importance of a range of context variables to program success.
• Professional Development Schools: Weighing the Evidence
  This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's).
• Rethinking Preservice and Inservice Training Programs for Teachers in the Learning Disabilities Field: Workable Multicultural Models. Special Issue
  This paper discusses the need to rethink preservice and inservice training programs for general and special educators who teach culturally diverse students with learning disabilities. An overview identifies problems associated with traditional preservice and inservice training programs, such as Eurocentric teacher education programs and low teacher expectations of minority students.
• Teacher Learning: New Policies, New Practices. The Series on School Reform
  This collection of articles focuses on the practice and policy of staff development in terms of recent developments in teacher learning. Following an introduction by the editors, the book is divided into five parts.
• Teacher Self-Evaluation of Renewal Efforts of Their Teaching Practices To Improve Student Achievement
  This study evaluated how teachers perceived their efforts to improve their teaching practices by participating in the Jacksonville Urban Educational Partnership (JUEP), a Professional Development School (PDS). The JUEP was designed to create sustained, high quality, professional development systems for inservice educators in three PDSs.
• Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future
  Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM).
• The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students
  Discusses the effect of inservice and preservice education emphasizing the educational needs of limited-English- proficient students, examining a study of the effects of English language proficiency on teachers' assessment of students' understanding. Results indicated that despite inservice education, teachers did not accommodate students' needs and maintained their teaching biases.
• The Development, Testing, and Evaluation of an In-Service Multicultural Training Program in Adult Education
  Participants in a two-day inservice multicultural training program (n=51) were compared with 30 controls. Participants showed modest increases in cultural awareness and skills and significant improvement in responses to the Critical Incident Quality Index.
• The Impact of a professional development school on preservice teacher preparation, inservice teachers' professionalism, and children's achievement: perceptions of inservice teachers
  
• The Road to Multicultural Education: Potholes of Resistance
  Presents data on the extent to which preservice and inservice teachers and preservice school counselors approached acceptance of the tenets reflected in the American Association of Colleges for Teacher Education's statement endorsing multiculturalism, multilingualism, multidialectism, empowerment, equity, and cultural and individual uniqueness. Survey data illuminate tensions teacher educators experience as they conduct multicultural training activities.
• The Theoretical Foundations of Professional Development in Special Education: Is Sociocultural Theory Enough?
  This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes of such dilemmas, with reference to the 1998 Council for Exceptional Children's professional standards.
• Transformative Teaching for Multicultural Classrooms: Designing Curriculum and Classroom Strategies for Master's Level Teacher Education
  Teacher educators have done relatively little to develop multicultural curricula specific to continuing professional education of inservice teachers. Presents one professor's approach to educating for cultural diversity in a master's level course, "Cultural Issues in Classrooms and Curricula," describing experiences that participants had during the class, explaining the instructional framework, and discussing six teachers' approaches to educational diversity.