NCCRESt

part of the Education Reform Networks

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Methods Courses

• "Would I Use This Book?" White, Female Education Students Examine Their Beliefs About Teaching
  Examines the interplay of two added components to a reading/language arts methods course: professional readings informed by diverse viewpoints; and participation in a multicultural literature discussion group. Explores how this methods course extended students' understanding and beliefs about teaching the history and lives of the varied groups of people who make up the United States.
• Curriculum, Identity, and Experience in Multicultural Teacher Education
  Reports on the initial stages of an ongoing action-research project in multicultural teacher education. Viewing curriculum as the creation of culturally significant domains for conversation, the project inquired into how a secondary English-methods course centered on issues of cultural diversity and emerging professional identities was taken up by predominantly white, middle-class students.
• Helping Students Teach in a Diverse World: A Rationale and Course
  On the basis of a belief in the legitimacy of alternative learning styles, the importance of intercultural broadening, and the global nature of international education, the Department of Secondary Education and Foundations at Eastern Illinois University developed a new course, called "Diversity of Schools and Societies.".
• Keeping It Real: Teaching and Learning about Culture, Literacy, and Respect
  Describes one teacher education program designed to broaden students' thinking about the influences of culture in society, and teaching and learning about literacy. Offers an "unromanticized glimpse" into the lives of teacher education students as they struggle to come to terms with their transformation as literacy educators preparing to teach literacy in multiracial, multiethnic, multilingual classrooms of the 21st century.
• Multicultural Education: The Key to Global Unity
  This paper describes multiculturalism courses in teacher education at Bethany College (California) and at the University of Southern Mississippi and argues that an increasingly global society creates the need for unity that can be achieved through multicultural education, which if effectively designed and implemented enlightens individuals to the importance of multiple perspectives.
• Preservice Teachers' Views of Inclusive Science Teaching as Shaped by Images of Teaching, Learning, and Knowing
  Interpretive analysis of preservice teachers' writings and discussions during an elementary-science methods course identified the teachers' positivist views of knowledge, learning, and teaching as prominent tools for guiding understanding of and reaction to ideas of teaching science to diverse student populations. Discusses the impact on teachers' views of pedagogy and makes suggestions for teacher education.
• Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities
  This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education.
• Toward an Integrated Curriculum: A Music Education Perspective
  This project was designed to develop a model for teaching general music methods for elementary/early childhood education majors using musics of diverse cultures as discrete and infused entities, integrated across the curriculum. The proposed model's primary goal was to develop student awareness of sources of culturally diverse music and related materials.