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NCCRESt
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Preservice Teacher Education
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"I've Really Learned a Lot, But...": Cross-cultural Understanding and Teacher Education in a Racist Society
Describes a cross-cultural course offered by the Faculty of Education at the University of Regina (Saskatchewan, Canada) to develop preservice teachers' understanding of aboriginal cultures, taking data from instructors' experiences and student narratives. The paper discusses the lack of understanding in white preservice teachers' views of self and others and the implications for teacher education in a racist society.
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"Other" Encounters: Dances with Whiteness in Multicultural Education
Reviews four books in order to examine the contradictory and ambivalent spaces occupied and co-occupied with multicultural education, locating multicultural education within the Eurocentric regimes of truth (democracy, pluralism, and equality) and addressing how the books rectify or contest the regimes of truth moving within and against the parameters of the white studies configuration of higher education. (SM).
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"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.
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A Call for Change in Multicultural Training at Graduate Schools of Education: Educating To End Oppression and for Social Justice
Graduate-level multicultural training is important for preparing future teachers to work effectively with diverse students. Professionals experienced in multiculturalism must revise and refine multicultural training to better address immigrants' diversity issues and issues around sexuality, disability, and spirituality.
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A Collaborative Action Research Investigation in Teacher Education: The Global Perspectives Calendar as a Methodology for Enhancing Multicultural Teaching
This paper describes a study of elementary and secondary teacher education students' experiments in making multicultural calendar artifacts and their explorations and interpretations of artifacts as calendars. Researchers examined multicultural calendar artifacts as objects that documented approaches to multicultural curriculum and investigated how students constructed meaning and interpreted multicultural curriculum questions.
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A Deans' Grant Initiative for the Twenty-First Century?
This article poses three scenarios for national personnel preparation initiatives that would parallel the structure of the former Deans' Grants: a national initiative on the intersection of disability and diversity, a national initiative on school-university partnerships and disability, and a national initiative on service learning and disability. (Contains one reference.) (Author/CR).
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A Framework for Identifying Consensus: Agreement and Disagreement among Teacher Education Reform Documents
This study offers a framework for identifying areas of agreement and disagreement across eight recent teacher education reform documents. Researchers analyzed each document in relation to the reform principles proposed by the National Commission on Teaching and America's Future (NCTAF).
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A Framework for Identifying Consensus: Agreement and Disagreement among Teacher Education Reform Documents
This study offers a framework for identifying areas of agreement and disagreement across eight recent teacher education reform documents. Researchers analyzed each document in relation to the reform principles proposed by the National Commission on Teaching and America's Future (NCTAF).
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A mentoring program for beginning and veteran teachers of students with severe disabilities.
A graduate program component that assigned mentors to preservice special education teachers of students with severe disabilities is described. Characteristics of effective mentoring programs, the mentoring needs of preservice teachers of students with severe disabilities, and the mentorship program components are discussed.
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A Professional Development School Improves Teacher Preparation: Twain Meets Trinity in Texas
Describes the Alliance for Better Schools, a partnership established in 1987 between Trinity University and Mark Twain Middle School in San Antonio, Texas.
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A Research Informed Vision of Good Practice in Multicultural Teacher Education: Design Principles
Presents 14 design principles that explain good practice in multicultural preservice teacher education. The principles fall under the three main categories of (1) institutional and programmatic principles, (2) personnel principles, and (3) curriculum and instruction principles.
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A Teacher-Researcher Perspective on Designing Multicultural Mathematics Experiences for Preservice Teachers
Discusses the appropriateness and impact of some multicultural mathematics-education assignments for future elementary-school teachers, assignments designed to combat the myth that mathematics is pure abstraction. Discusses a teacher-researcher's effort to use the stage theory of J.
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Advancing the Field or Taking Centre Stage: The White Movement in Multicultural Education
Examines the white movement within multicultural education, reviewing three representative books: "We Can't Teach What We Don't Know: White Teachers, Multiracial Schools"; "Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education"; and "Making Meaning of Whiteness: Exploring the Racial Identity of White Teachers." Suggests that this current movement to further empower whites may not be the solution. (SM).
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Advocating Social Justice and Cultural Affirmation: Ethnically Diverse Preservice Teachers' Perspectives on Multicultural Education
Investigated the attitudes of culturally diverse student teachers regarding multicultural education, social justice, and cultural affirmation. Surveys of preservice teachers before they were exposed to theories of multicultural education indicated that most were committed to teaching students of color and prioritized tasks addressing issues of social justice and curriculum that affirmed the cultures represented in the classroom.
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African American Giftedness: Our Nation's Deferred Dream
Addresses issues that have perpetuated the underrepresentation of African Americans in gifted and talented programs, which include: inadequate definitions, standardized testing, nomination procedures, learning style preferences, family and peer influences, screening and identification, and gifted underachievers. Concludes by discussing alternative theories of giftedness and the implementation of multicultural education in teacher education programs.
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An Internal Journey of the Heart: Building Community and an Empowerment Model of Graduate Education through Diversity
The concept of the learning community and the transition of both students and teachers to the teaching/learning relationship has become a focus of graduate programs at Heritage College (Toppenish, Washington). The mission of Heritage is to provide quality, accessible higher education to a multicultural population which has been educationally isolated.
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An Urban Field Experience for Rural Preservice Teachers: "I'm Not Afraid--Should I Be?"
Investigated the impact of an urban field experience on rural/suburban preservice teachers, examining what they learned and how they applied their learning. Data from observations and student self-reports indicated that the experience was very positive for the participants, and it raised their consciousness about urban education.
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Angela: A Pedagogical Story and Conversation
Presents a fictional account of one teacher's experience with an Aboriginal student, focusing on the details in each section of the story to highlight the many preconceived notions teachers may have when dealing with Aboriginal students. A sidebar offers guidelines for establishing a safe environment for discussing and learning about culturally sensitive issues.
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Assessing Dispositions toward Cultural Diversity among Preservice Teachers
Assessed preservice teachers' attitudes toward cultural diversity prior to entering into multicultural education courses at an urban university. Respondents indicated strong support for implementing diversity issues in the classroom and high levels of agreement with equity beliefs and the social value of diversity.
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Assessing Preservice Teachers' Zones of Concern and Comfort with Multicultural Education
Examined preservice teachers' concerns and comfort with concepts and practices advocated as approaches to multicultural education. Data from surveys conducted at different points throughout a cultural-awareness course indicated that students believed in the need for multicultural education but differed greatly regarding choices for preferred approaches to multicultural education.
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Becoming a teacher in a professional development school
Interviewed graduates from two Professional Development Schools to determine the impact of that experience on subsequent teaching practices. Graduates reported that student teaching had the greatest impact because of the extended time and depth of experience in the classroom, the quality of mentoring they received, the connections they drew between theory and practice, and the emphasis on collaboration and reflection.
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Becoming a teacher in a professional development school
Interviewed graduates from two Professional Development Schools to determine the impact of that experience on subsequent teaching practices. Graduates reported that student teaching had the greatest impact because of the extended time and depth of experience in the classroom, the quality of mentoring they received, the connections they drew between theory and practice, and the emphasis on collaboration and reflection.
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Beyond Classroom-Based Early Field Experiences: Understanding an "Educative Practicum" in an Urban School and Community
Examined the experiences of preservice teachers in an urban school and community-based early field experience (integrated with foundations of education and general methods courses). Data from observations, interviews, reflective writings, and focus groups highlighted five categories of student experience: deepening multicultural, eye-opening and transformational, masked multicultural, partially miseducative, and escaping experiences.
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Beyond Race Awareness: White Racial Identity and Multicultural Teaching
Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism.
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Blending Cultural Anthropology and Multicultural Education: Team Teaching in a Teacher Education Program
Describes how a large urban university and K-6 classroom teachers collaborated to design an undergraduate teacher education program in elementary and special education, creatively combining subject matter curriculum with educational issues and pedagogy to better prepare teachers to succeed in diverse urban schools. The result was the team-taught Liberal Studies Seminar in Anthropology.
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Boal's Mirror: Reflections for Teacher Education
This study investigated the use of Augusto Boal's model of participatory theater to analyze complex social issues within the context of teacher education coursework. Augusto Boal was the originator of the Theatre of the Oppressed.
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Bridging the Cultural Divide: Reflective Dialogue about Multicultural Children's Books
Reflects candidly upon the author's commitment to multicultural education and the resistance she initially encountered from white, female preservice teachers. Relates how the author and her undergraduate students found ways to break the silence and bridge their cultural divide through the use of multicultural children's and adolescent literature, reader response journals, and dialogue.
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Building an International Student Teaching Program: A California/Mexico Experience
This paper describes the first year of an international student teaching project conducted in Mexicali, Mexico, which was successful in helping U.S. participants develop cultural understanding and critical teaching skills needed to work with English learners.
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Care, Community, and Context in a Teacher Education Classroom
Highlights growth that occurs when attention is paid to what teacher candidates should learn and how they should learn it, describing a class that combined attention to knowing students in a learning community, to constructivist pedagogy, and to core questions about educational equity, which led students to ask very different questions about themselves, their students, and being critical, transformative teachers. (SM).
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Case Method in Physical Education Higher Education: A Pedagogy of Change?
Examines the use of the case method to reform physical education teacher education. Reviews research on the use of cases in other professional preparation programs, and on multicultural education and case method, and technology-based cases.
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Challenging Old Assumptions: Preparing Teachers for Inner City Schools
Researchers analyzed journals and essays from an elementary teacher education course, examining white prospective teachers' changing views about inner-city schools with minority children as they completed fieldwork and relevant readings. The experiences helped them question old assumptions about urban students and teaching and about the value of multicultural education.
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Changes in Preservice Teachers' Knowledge and Beliefs about Language Issues
Examined how predominantly female, white preservice teachers' knowledge and beliefs about language issues changed after an intensive multicultural education course. Data from surveys and course assignments indicated that students made significant gains in three areas: personal beliefs about diversity; professional beliefs about diversity; and multicultural education knowledge.
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Changing Hearts, Changing Minds: Encouraging Student Teachers to Use Multicultural Literature
Investigates the problem of why preservice teachers are disinclined to teach noncanonical multicultural literature. Gives particular consideration to the need to help teachers develop strong rationales for teaching ethnically diverse literature that will sustain them through the resistances they will inevitably encounter to a multicultural agenda.
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Changing Teacher Education through Professional Development School Partnerships: A Five-Year Follow-up Study
Investigates the impact of involvement with professional development schools (PDS's) on how colleges prepare teachers, following several partnerships longitudinally. The paper examines how changes in teacher education have resulted from PDS involvement, discusses the question of institutionalization of PDSs, and describes the potential for PDSs to provide for the simultaneous renewal of schools and colleges.
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Changing the way we do our business: One department's story of collaboration with public schools.
This article describes the efforts of the University of South Florida's Department of Special Education to change its approach to educating special education teachers, by making a total commitment to align its work with public schools in developing a network of Professional Development Schools to reflect a collaborative model of training and research.
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Coming to Terms with "Diversity" and "Multiculturalism" in Teacher Education: Learning about Our Students, Changing Our Practice
Teacher educators addressed negative student responses to a multicultural foundations course by designing an action research study to investigate students' identities, experiences, and beliefs. Analysis of written assignments and focus group discussions uncovered three categories of beliefs about the purposes of schools in relation to cultural diversity.
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Community-based Service Learning for Multicultural Teacher Education
Creates a topology of preservice teachers' responses to community-based service learning within several courses, investigating meanings they made from their community experiences. Data came from interviews and student essays and papers.
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Complexities and Contradictions: A Study of Teacher Education Courses that Address Multicultural Issues
Investigated how a teacher education course on educating diverse students affected student teachers' knowledge and attitudes. Pre- and post-course surveys indicated that the course contributed to some positive attitude changes regarding issues of diversity, though students appeared unable to detect the nuances in their attitudes toward race, class, and gender that could affect their abilities to become effective educators.
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Computer-Mediated Communication for a Multicultural Experience
Examines a computer-mediated communication exercise designed to foster dialog on multicultural issues and practices while simultaneously being a multicultural experience itself. Conference transcripts are analyzed, and results suggest it is difficult to break cultural myths of teaching and the ideology of professionalism embraced by preservice teachers.
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Confronting White Privilege and the "Color Blind" Paradigm in a Teacher Education Program
Reports on an effort developed in 1997 to expose elementary education majors to issues of social inequality through immersion in a 2-day symposium. Responses of 527 participants suggest that the impact of the symposium on student attitudes was significant.
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Connecting Preservice Teacher Education to Diverse Communities: A Focus on Family Literacy
Describes a teacher education program at the New College of California as an example of efforts to empower new teachers to meet the challenges of educating diverse students. Discusses the candidate intake process, the preprogram reading effort, community building, instructional strategies, and the family literacy program, which is integral to teacher education at the college.
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Constructing Conceptions of Multicultural Teaching: Preservice Teachers' Life Experiences and Teacher Education
Addresses the need for greater understanding of the complex, contradictory nature of preservice teachers' life experiences as they interact with a multicultural, social reconstructionist teacher education course. The paper describes a study of the course and portrays two students' prior experiences that influenced their motivations to teach multiculturally.
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Cross-Cultural Field Placements: Student Teachers Learning from Schools and Communities
Presents two cultural immersion projects where student teaching and community involvement interact synergistically. Also discusses learning outcomes of the projects, examines the importance of service learning, and explains how traditional student teaching assignments can incorporate many of the design principles that characterize cultural learning and preparation for diversity.
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Cross-Cultural Field Placements: Student Teachers Learning from Schools and Communities
Presents two cultural immersion projects where student teaching and community involvement interact synergistically. Also discusses learning outcomes of the projects, examines the importance of service learning, and explains how traditional student teaching assignments can incorporate many of the design principles that characterize cultural learning and preparation for diversity.
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Cross-Cultural Partnerships: Acknowledging the "Equal Other" in the Rural/Urban American Indian Teacher Education Program
Describes the Rural/Urban American Indian Teacher Education Program, based on Baber's (1970) notion of the equal other. It featured cross-cultural partnerships at every possible level.
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Cultural Stereotypes and Preservice Education: Moving Beyond Our Biases
Examines one teacher's attempt to bring positive changes in students' perceptions about people from cultures other than their own. Highlights an education course that helped students change their stereotyped perceptions of an Asian instructor and her culture and their superficial understanding of multicultural education.
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Culture in School Learning: Revealing the Deep Meaning
This publication presents a process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process presented in the book involves objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds.
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Culture in school learning: Revealing the deep meaning.
From book:”Introduces pre- and in-service teachers to the centrality of culture in school learning.The book clearly targets teachers as its audience. The book emphasizes multicultural approaches to curriculum development and instructional techniques.
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Culture in school learning: Revealing the deep meaning.
From book:”Introduces pre- and in-service teachers to the centrality of culture in school learning. Readers are engaged in a process of constructing an operational definition of culture that reveals what the author calls a ’reflective-interpretive-inquiry’ approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction.”.
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Curriculum Reform To Address Multicultural Issues in Special Education
This paper focuses on the outcomes of the social forces that operate against African American males in school and society and their all too frequent placement in special education programs, with the core of the problem remaining in the Institutions of Higher Education (IHE). Reasons for the overrepresentation of African American children and youth in special education program are discussed, including placement and testing procedures, cultural differences, parent and teacher training programs, economic factors, and the inability of schools to educate diverse populations adequately.
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Curriculum Reform To Address Multicultural Issues in Special Education
This paper focuses on the outcomes of the social forces that operate against African American males in school and society and their all too frequent placement in special education programs, with the core of the problem remaining in the Institutions of Higher Education (IHE).
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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.
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Developing a Commitment to Multicultural Education
Investigated the kinds of lived experiences contributing to teachers' commitment to multicultural education and processes by which teachers became committed. Interviews and surveys involving K-12 and college teachers indicated that teachers developed commitment through various developmental life experiences.
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Developing a Multicultural Focus in Teacher Education: One Department's Story
This paper describes how the University of Wisconsin-Parkside developed a multicultural emphasis in its teacher education program, noting that implementing such a focus in a school with predominantly white students and faculty members required a paradigm shift for both the program and the faculty. (SM).
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Developing an Electronic Infrastructure To Support Multimedia Telecomputing Resources
The Houston Consortium of Urban Professional Development and Technology Schools project, developed to prepare teachers for urban, multicultural classrooms is continuing its development of a telecommunications infrastructure for its members--faculty, teachers, staff and students from colleges, public schools, and regional educational service agencies. Discussion includes telecomputing goals, networking hardware, software, and links to additional sources.
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Diverse Teacher Candidates' Critiques of Multicultural/Bilingual Teacher Preparation: Insights and Implications
This study examined California's new system of bilingual and cross cultural teacher preparation, its implementation, and teacher candidates' reception of it. The new system, referred to as (B)CLAD, consists of two credentials for preservice teachers and two certificates for inservice teachers: the Cross Cultural Language and Academic Development, and the Bilingual Crosscultural Language and Academic Development.
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Diversity Brings Noise to the "Quiet, Peaceful Village": Challenges and Small Victories
This presentation is a case study made up of student and faculty perspectives on bringing diversity and multicultural sensitivity to the education program at Otterbein College (Westerville, Ohio).
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Diversity Education for Preservice Teachers: Strategies and Attitude Outcomes
Analyzed the impact of emphasizing diversity in a foundations of education course. Various instructional strategies addressed issues of intolerance and promoted understanding of the importance of multicultural education for teachers.
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Editorial: Multicultural Education--Solution or Problem for American Schools?
Discusses the role of multicultural education in American education, examining Geneva Gay's book on culturally responsive teaching (which argues for culturally responsive teaching, with teaching having the moral courage to help make education more multiculturally responsive) and Sandra Stotsky's book (which argues that multicultural education is a problem for American schools and is anti-white, anti-capitalistic, and anti-intellectual). (SM).
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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.
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Effective Elementary Social Studies
This book advocates providing high-quality K-6 social studies instruction. The text provides practical information on how teachers can conduct high-quality social studies programs in their classrooms.
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Effective Professional Development Schools. Agenda for Education in a Democracy Series. Volume 3
This book presents a theoretical basis for Professional Development Schools (PDSs) as well as practical guidance for establishing, funding, and evaluating them. It offers a comprehensive view of the role that PDSs play in today's educational renewal efforts and insights about the potential that a quality PDS can bring to learning at many levels.
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Effective Teacher Training for Multicultural Teaching
Effective teachers must be able to competently address issues related to student diversity. However, many teachers are not prepared for multicultural teaching.
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Effects of Language Arts Activities on Preservice Teachers' Opinions about Multiculturalism
Examined the effects of reading children's literature about diversity and participating in related interactive activities on student teachers' opinions about multiculturalism. Intervention and control-group students heard lectures on multiculturalism.
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Effects of Teacher Preparation Experiences and Students' Perceptions Related to Developmentally and Culturally Appropriate Practices
Case study of preservice early childhood teachers in a course on cultural diversity inquired how the course's structure prepared them for working with and understanding diverse students and families. Pre- and post-course surveys indicated that students perceived that they had made gains in their understanding of cultural diversity issues and were positively affected through their teacher preparation experiences.
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Empowering Student Teachers To Teach from a Multicultural Perspective
This paper presents case studies of four middle school preservice teachers' experiences with multicultural education during their approximately 16-week student teaching practicum in the southeastern United States. Student teachers were male and female, aged 21 to 42 years; one was African-American and three were European-American.
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Empowering Student Teachers To Teach from a Multicultural Perspective
This paper presents case studies of four middle school preservice teachers' experiences with multicultural education during their approximately 16-week student teaching practicum in the southeastern United States. Student teachers were male and female, aged 21 to 42 years; one was African-American and three were European-American.
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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.
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Exploring the Landscape of Canadian Teacher Education
Reviews the context of Canadian teacher education, highlighting changes in the educational landscape, in the population (e.g., the multicultural nature of society and shifting urban/rural trends), and in how people think about professional education and discussing the professional development of in-service teachers. An overview of formal and informal professional development in Canada is included.
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From Our Readers: Preparing Preservice Teacher Candidates for Leadership in Equity
Describes the importance of moving beyond identity labels like Black, Hispanic, or female to examine how gender intersects with other social memberships like race and class. By considering more inclusive, individualized ways of viewing multiculturalism, educators can forge more meaningful conversations with students about diversity and equity.
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From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education
Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students.
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Getting from the Outside In: Teaching Mexican Americans When You Are an "Anglo."
A midwestern university provides cross-cultural student teaching experiences in a southwestern city with a large Mexican-American population. Features include two classroom placements, a course in multicultural education, and bicultural mentors.
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How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
Discusses how to prepare teachers to educate diverse learners engaged in multiple and new literacies, describing a graduate course that introduced language, literacy, and culture. Data from students' writings, reading logs, reading responses, and final papers on literacy and pedagogy indicated that reading and writing literacy narratives was a positive experience, fostering multicultural understanding and complex conceptions of literacy.
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I, Too, Am an American: Preservice Teachers Reflect upon National Identity
Preservice teachers read poetry by Langston Hughes and an Arab American student about being American, then composed and discussed their own poems. Poems helped them reflect on their own cultures and attitudes, thus developing a caring community of learners who valued diversity and human rights.
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Identifying the Prospective Multicultural Educator: Three Signposts, Three Portraits
Investigates how prospective teachers respond to social differences they encounter in educational discourse and public schools, identifying three signposts indicative of prospective multicultural educators (desiring change because of identifying with educational inequality, valuing critical pedagogy and multicultural social reconstructivist education, and wanting to understand educational inequality and its causes). Presents data from observations and interviews with three teacher candidates.
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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).
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Increasing Preservice Teachers' Diversity Beliefs and Commitment
Explored the attitudes, beliefs, and commitments to diversity of a predominantly Anglo-American population of preservice teachers enrolled in a diversity course. Results described beginning ethnorelative attitudes, beliefs, and commitments after participation in the diversity course; some theoretical underpinnings for understanding change (or lack of change); and a framework for facilitating positive multicultural experiences.
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Increasing Teacher Diversity by Tapping the Paraprofessional Pool
To increase the representation of people of color in teaching, the potential candidate pool must expand beyond those who are likely to attend college. Paraprofessional school personnel, who typically are from minority groups, constitute a ready source for increasing the supply of diverse teachers.
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Infusing Diversity in Teacher Education: A Blossoming Grass Roots Movement in South Mississippi
This paper describes a teacher education program at the University of Southern Mississippi, Long Beach designed to prepare future teachers for diversity so they can successfully meet the challenges of educating all students in the 21st century. The program provides significant and varied opportunities for education majors to develop appreciation for diversity, cultural pluralism, and social equality through alternative experiences that will help them build meaningful relationships between curriculum and life.
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Institutional Support for Diversity in Preservice Teacher Education
Examines how institutions can provide support for diversity in preservice teacher education, focusing on the institutional context in which teacher educators work as they craft multicultural teacher preparation programs. Support includes strong institutional leadership and a campuswide vision for change, recruitment and retention of diverse students and faculty, and curriculum transformation.
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Integrating Multicultural and Curriculum Principles in Teacher Education
Proposes a strategy for incorporating multiculturalism into teacher education; examines why future teachers need to develop multicultural competencies, how to integrate general principles of multicultural education and curriculum design into teacher preparation programs, and how to accomplish integration so prospective teachers will be empowered to continue their professional growth in multiculturalism. (SM).
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Intercultural Education and Teacher Education in Sweden
Examines multicultural and intercultural education in Sweden's teacher education and K-12 educational systems, discussing pedagogical strategies in multicultural classrooms and highlighting: Islam in the Swedish classroom; masking differences; focusing on differences; attitudes toward diversity; teachers in multicultural classrooms; and who is included in intercultural education. The paper concludes with an intercultural perspective on teacher education.
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Is There a Place for Cultural Studies in Colleges of Education?
Describes the diverse assumptions and practices defined under the banner of cultural studies, suggesting how the field might have important consequences for individuals concerned with reforming schools and colleges of education. The paper addresses how progressive educators might contribute, examining how the field could be included in the larger discourse of social reconstruction.
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It's about People: A Successful School/University Partnership
Utah State University and a rural elementary school attended by Navajos cooperated on a science education program for grades 4-6. The program used take-home science kits; field trips; parental input; and Navajo staff, language, and culture to make the program culturally relevant.
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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.
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Learning to Teach in a Diverse Setting: A Case Study of a Multicultural Science Education Enthusiast
Explores the student-teaching experience of a multicultural-science-education enthusiast who taught in a school whose predominant culture was different from her own. Describes thematically the student's teaching experience and examines how encountered constraints were negotiated.
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Leaving Authority at the Door: Equal-Status Community-Based Experiences and the Preparation of Teachers for Diverse Classrooms
Describes a cross-cultural, equal status internship designed to prepare teachers for diverse classrooms, examining its influence on prospective teachers' emerging sociocultural perspectives and raced identities and exploring successes and challenges of this experience and what has been learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.(SM).
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Looking Back: Teachers' Reflections on an Innovative Teacher Preparation Program
Discusses an evaluation of the Comprehensive Teacher Institute, an innovative, multicultural, urban teacher preparation program. Reflections by teachers who completed the program indicated that one of the most important contributions to their professional development was fostering a network of colleagues and university faculty who continued to provide support and guidance.
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Looking Over the Edge: Preparing Teachers for Cultural and Linguistic Diversity in Middle Schools
The principles and practices of multicultural education became the heart of one middle school teacher education program. The five principles included fostering inter/intragroup harmony through learning communities, targeting social justice and affirmation of diversity, empowering students and teachers, seeing things from multiple perspectives, and preparing teachers explicitly for cultural and linguistic diversity.
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Mathematics, teaching, and multimedia: Investigations of real practice
This book describes efforts to develop an approach to teaching and teacher education that is deeply rooted in the study of practice. Drawing on video, graphic, and textual records of a year's worth of mathematics lessons in two elementary classrooms, research was conducted on curriculum and instruction, children's learning, and the culture of the classroom across the school year.
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Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum
Investigated how Mexican-American student teachers expressed their cultural knowledge in lesson planning and implementation. Semistructured interviews with Mexican-American student teachers working in elementary Professional Development Schools revealed little ethnic expression, even when teaching Mexican-American children.
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Moving Teacher Education in/to the Community
Describes a set of structured experiences within a preservice teacher education program that helped construct, with the students, a critical perspective toward better understanding pupils' home, community, and school lives. The structured experiences occurred within a New Mexico school community research project combined with a course on families, schools, and communities.
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Multicultural Classrooms and Cultural Communities of Teachers
Ethnographic data from a study of one teacher education program highlighted preservice teachers' values and beliefs concerning minority education. Results suggest that preservice teachers experience and adopt a meritocratic and hegemonic system of schooling in which academic performance is viewed in terms of individual abilities and based on mainstream norms.
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Multicultural Education: Powerful Tool for Preparing Future General and Special Educators
This article argues that multicultural education is a powerful and necessary tool for preparing future general and special educators to provide services to students with disabilities from culturally and linguistically diverse backgrounds. It presents ideas for educators willing to assist multicultural learners in maximizing their fullest potential in inclusive settings.
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Multicultural Issues: Training of Preservice Teachers of Deaf Children
A survey of 50 students majoring in deaf education found that most participants considered multicultural issues to be important factors in deaf education. Differences in perceptions were found between those respondents who had participated in a residential bicultural and bilingual experience and those who did not have such an experience.
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Multicultural Self-Development in the Preservice Classroom: Equity Education for the Dominant Culture
Examines an approach used to promote multicultural self-development for preservice teachers. The authors describe the developmental process and the teaching and research settings and approaches.
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Multicultural Service Learning: Educating Teachers in Diverse Communities
This book explains the complex interplay of service learning, multicultural education, and teacher preparation. It shows how the author collaborated with community partners and preservice teachers to jointly construct the service learning supplement to a multicultural education course, from the bottom up.
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Multicultural Teacher Education for the 21st Century
Discusses multicultural preservice teacher education, recommending that preservice programs be more deliberate about preparing white Americans for teaching diverse students because of the increasing division between white teachers and minority students. The paper examines preservice teachers' fear of diversity and resistance to dealing with race and racism, proposing a two-part program for preparing teachers to work with diverse students.
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Multicultural Teacher Education in Special and Bilingual Education
This introductory article to the special issue summarizes following articles, which describe the status of research on multicultural education and special education, the development, implementation, and evolution of multicultural education courses at two major research universities, and findings about the impact of coursework on the thinking and actions of preservice and novice teachers.
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Multicultural Teacher Preparation: Establishing Safe Environments for Discussion of Diversity Issues
Describes a project within an early childhood multicultural teacher education program that examined what makes educational environments conducive to discussing culturally sensitive issues. Diverse students participated in two discussions, created guidelines, and completed interviews and questionnaires.
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Multicultural/Intercultural Teacher Education in Two Contexts: Lessons from the United States and Spain
Describes the situation in the United States and Spain regarding multicultural/intercultural teacher education. In both countries, educational systems grapple with questions of difference and social justice.
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Multiculturalism as Jagged Walking
Argues that teacher educators must find ways to move beyond student teacher resistance to multiculturalism so that future teachers are prepared to understand and teach diverse students, proposing a model that examines the multidimensionalities of place and memory as they shape multicultural identities, discussing social bias in education in the American south, and examining memory as ambiguity, complexity and history. (SM).
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Multiple Voices for Ethnically Diverse Exceptional Learners, 2002
This issue of "Multiple Voices" contains 7 articles on disabilities and minority group children.
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Multiple Voices for Ethnically Diverse Exceptional Learners, 2002
This issue of "Multiple Voices" contains the articles on disabilities, minority group children,Parent participation,Preservice Teacher Education
Reading Strategies,Teacher Attitudes,American Indians,Augmentative and Alternative Communication,Bilingual Education,Blacks,Disability Identification,Diversity,Educational Change,Educational Practices,Elementary Secondary Education,Learning Disabilities,Limited English Speaking,Multicultural Education,Performance Factors,Research Problems,Student Teachers.
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Navigating through Uncharted Territory: The Tensions and Promise of PDS Partnerships
One of five articles in the section on the "Promise and Purpose of Professional Development Schools," this article examines challenges that arise when preservice teacher education occurs mainly within professional development schools (PDS). Suggests that for PDS to promote reform, partners must set aside preconceived notions and share in decision making regarding all aspects of PDS.
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Patterns in prospective teachers: Guides for designing preservice programs
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. Part Four: Program Structures and Design contains: "Patterns in Prospective Teachers: Guides for Designing Preservice Programs (K.
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Patterns in prospective teachers: Guides for designing preservice programs
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.
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Personal Experience as a Guide To Teaching
Analyzes teacher educators' experiences using storytelling about teaching to prepare second-career teacher candidates to critically reflect on their practice and teach for diversity. Using stories, prospective teachers developed retrospective explanations and justifications for their teaching practices, constructing platforms from which to launch future actions.
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Personal Transformations from the Inside Out: Nurturing Monocultural Teachers' Growth toward Multicultural Competence
Contends that the transformation of incoming preservice teachers into multiculturally competent, committed advocates for all students can be achieved through a combination of sound multicultural research and best practice, discussing mediated cultural immersions, the role of attending faculty in student growth, and the three phases of mediated cultural immersion. The origins of mediated cultural immersion programs are described.
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Perspectives on a Reconceptualized Early Field Experience in an Urban School
Teacher education in the U.S. faces a critical dilemma: preparing white, middle-class preservice teachers to teach increasingly diverse student populations in public schools.
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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.
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Placing "Diverse Voices" at the Center of Teacher Education A Pre-Service Teacher's Conception of "Educacion" and Appeal to Caring
Presents a case study of the way in which one preservice male teacher of color constructed his drama work with culturally diverse elementary school children. Identifies three key dimensions in his perspective on teaching that center around being a caring teacher who knows his students, balances motivation and discipline, and implements a "real" curriculum in a culturally affirming classroom environment.
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Pluralism and Science Education
Examined how British preservice science teachers responded to an independent study pack designed to stimulate their understanding of race and culture. The pack provided information on cultural diversity and pluralism in Britain and educational responses to cultural pluralism.
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Predictors of Success in Urban Teaching: Analyzing Two Paradoxical Cases
Uses case-study methods to compare the urban field-teaching experience of two undergraduate teacher-education students. Identifies factors that contributed to one student teacher's success and the other's failure.
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Preparing K-12 Teachers To Teach for Social Justice: An Experimental Exercise with a Focus on Inequality and Life-Chances Based on Sico-Economic Status
Describes a preservice multicultural education and social foundations course designed to expand awareness of and encourage an appreciation and respect for diversity, highlighting an experiential exercise that focuses on institutional inequities of socioeconomic status and that promotes critical thinking, cooperative group work, and making use of multiple intelligences. (SM).
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Preparing Special Educators To Meet the Needs of Students Who Are Learning English as a Second Language and Are Visually Impaired: A Monograph
This monograph describes a personnel preparation program that prepared 32 Colorado special education graduates to meet the needs of students who are learning English as a second language and are visually impaired. Graduates took a course that was specially designed to expose students to relevant literature on federal mandates for the education of students from linguistically diverse communities, teaching methodology appropriate for students with limited proficiency and academic achievement, working with families from diverse cultures, using translators, and the teaching of the Spanish braille code.
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Preparing Teachers for Culturally Diverse Schools: Research and the Overwhelming Presence of Whiteness
Reviewed research studies on preservice teacher preparation for multicultural schools, particularly schools serving historically underserved communities, examining the effects of such strategies as recruiting and selecting students, cross-cultural immersion experiences, multicultural coursework, and program restructuring. Very little research actually examined which strategies prepared strong teachers.
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Preparing Teachers for Diverse Classrooms: A Report on an Action Research Project
This paper reports on a collaborative effort to achieve the following objectives: (1) identify attitudes, knowledge, and skills teachers need to educate effectively all students in a culturally diverse classroom; (2) develop models of preservice and inservice education that will provide education and socialization necessary for effective education of multicultural student populations; and (3) identify the systemic issues that must be addressed to implement the models successfully.
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Preparing Teachers for Diversity in Rural America
A survey of 532 preservice teachers from six state colleges and University of Nebraska campuses examined the extent and perceived adequacy of multicultural education training in Nebraska teacher-preparation programs. About 39% of respondents felt that their overall multicultural preparation was inadequate.
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Preparing Teachers for Diversity through Critical Conversation
Students in ethnically homogeneous regions often enter teacher education programs lacking opportunity to recognize or reflect on diversity. By creating spaces for critical conversations, students can extend their perspective and understanding of diversity.
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Preparing Teachers for Diversity: A Dilemma of Quality and Quantity. Teaching and California's Future
This report explores the absence in educational reform of attention to preparing teachers to work with culturally and linguistically diverse students.
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Preparing Teachers of Color at a Predominantly White University: A Case Study of Project TEAM
Examined the experiences of preservice teacher participants in Project TEAM, an initiative at a predominantly white university to increase the number of minority students who completed teacher education and became teachers. Case study data highlight three themes: developing a sense of community with minority student peers, developing a stronger ethnic identity, and working for social justice through multicultural education.
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Preparing Tomorrow's Teachers: The Field Experience. Teacher Education Yearbook IV
This yearbook provides educators with current research and practical guidelines for improving the education of teacher candidates and beginning teachers. The book has four sections, each on a particular topic and containing an overview and a response (reflections and implications).
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Preservice Field Experience as a Multicultural Component of a Teacher Education Program
This study examined the effect of pre-student-teaching field experience in a multicultural setting on preservice teachers' cultural sensitivity. Preservice teachers took the Cultural Awareness Inventory before and after a field experience with minority students.
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Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model
Investigated preservice teachers' understandings of their own and their students' cultural backgrounds, examining how they integrated those understandings into literacy instruction. The ABC model (autobiographies, biographies of students, cross-cultural analysis, analysis of cultural differences, and classroom practices) helped stimulate students to continue examining their lives, their cultural/linguistic backgrounds, and the impact of those factors on teaching diverse students.
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Preservice Teachers' Discussion of a Multicultural Young Adult Novel
Explores preservice elementary teachers' literature-circle discussion of a multicultural young-adult novel with a focus on two research questions: how preservice teachers discuss a multicultural young-adult novel, and what are the views and theories that informed their understanding of literature response discussion. Participants in the discussion adopted either a literary analysis stance or a personal association stance.
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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.
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Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Minneapolis, MN, January 8-11, 1998)
The 40 papers from this international conference addressed the major theme of facilitating science literacy for all teachers and students.
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Professional development school trade-offs in teacher preparation and renewal
Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys indicated that students appreciated PDSs' camaraderie, support, collaboration, and effectiveness.
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Professional Development School Trade-Offs in Teacher Preparation and Renewal
Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys indicated that students appreciated PDSs' camaraderie, support, collaboration, and effectiveness.
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Professional development schools provide effective theory and practice
A description of an innovative Professional Development School program initiated by a midwestern university is described. Successful components of this model are explained.
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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.
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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).
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Program structures and learning to teach
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. "Program Structures and Learning to Teach" (R.
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Promoting Bilingualism in the Era of Unz: Making Sense of the Gap between Research, Policy, and Practice in Teacher Education
Examined efforts to promote bilingualism in a course for prospective teachers, Education of Bilingual Children: Theory and Practice, focusing on how student teachers grappled with the complex relationship between research, policy, and practice within bilingual education. Analysis of five types of literacy events indicated that students experienced a process of transformation in developing more positive attitudes toward bilingualism.
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Promoting Excellence in Teacher Preparation: Undergraduate Reforms in Mathematics and Science
This monograph presents a collection of papers that focus on excellence in teacher education and examine questions which are critical to the reform of curriculum and pedagogy.
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Prospective Teachers' Attitudes toward Urban Schools: Can They Be Changed?
Studied the impact of urban-based field experience on the attitudes of 75 elementary-education majors. The effects of the field experience were generally positive, with 55% of the urban placement group indicating that they were inclined to pursue inner-city teaching, compared to 20% of the suburban placement group of 101 students.
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Reducing Education Students' Ethnocentrism: Difficulties and Possible Solutions
Many universities promote cultural awareness by directly teaching sensitivity toward cultural diversity. Because students tend to be somewhat ethnocentric, which is not consonant with the display of culturally tolerant attitudes, multicultural education can help them acquire more tolerant attitudes.
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Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education
Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an awareness of dissonance and has the potential to reduce resistance to diversity issues.
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Reflecting, Reconceptualizing, and Revising: The Evolution of a Portfolio Assignment in a Multicultural Teacher Education Course
Describes the use of portfolios in teacher education programs and the development and evolution of a portfolio assignment in a course on multicultural issues in special education. Qualitative data that describe students' (n=156) learning is presented, and implications for future practice and research is provided.
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Reflections on the Challenges, Possibilities, and Perplexities of Preparing Preservice Teachers for Culturally Diverse Classrooms
Describes one professor's personal struggle and growth in facing the challenges and perplexities of planning and developing strategies to initiate the critical process of teaching multicultural concepts to teacher education students early in their education by providing them field experiences in urban schools. Student attitudes and attitude changes are discussed.
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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.
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Seeking Ethnocultural Equity through Teacher Education: Reforming University Preservice Programs
Argues that Canadian schools of education must address social justice issues of ethnicity, culture, and racism; model equitable practices in teacher education programs; and promote equity for all students in public schools. Reviews current debate on multicultural and antiracist education, challenges in pursuing equity in education, and promising preservice programs providing specific direction for reform.
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Service-Learning for Multicultural Teaching Competency: Insights from the Literature for Teacher Educators
Examined the literature to answer: (1) "What outcomes have resulted from preservice teachers' involvement in service-learning activities in diverse community settings?" and (2) "What challenges exist to enhance their multicultural teaching competencies through service-learning?" Summarizes three challenges (e.g., the resiliency of preservice teachers' negative attitudes toward children and families of color; service-learning activities that emphasize charity, not social change); and offers recommendations for addressing them. (EV).
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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. The collection of papers offers teacher educators' thoughts about ways to enhance the usefulness of service-learning in preservice teacher preparation.
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Shared Control: Community Voices in Multicultural Service Learning
A field experience involving community service learning was linked to multicultural education for preservice teachers. Results suggest that community service learning motivated, engaged, and gratified community leaders, tapping into local community associations.
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Small-Town College to Big-City School: Preparing Urban Teachers from Liberal Arts Colleges
Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities.
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Sociopedagogy: A Move beyond Multiculturalism toward Stronger Community
Examines how teacher educators can confront diversity while addressing preservice teachers' individual uniquenesses, describing one university's required course on pluralism. By critically examining their histories, educators learned the importance of going beyond issues of race and ethnicity.
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States' Requirements for Teachers' Preparation for Diversity
Investigated the state teacher licensure requirements regarding diversity among the 50 states and District of Columbia. Overall, 67 percent of respondents required some level of diversity preparation in their teacher preparation programs, though specific requirements varied greatly from state to state.
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Staying the Course in Times of Change: Preparing Teachers for Language Minority Education
Describes how passage of Proposition 227, California's initiative restricting bilingual education, has influenced teacher preparation to authorize specialized instruction for limited English proficient students. The response to Proposition 227 by San Diego State University's College of Education is explored to illustrate the reaffirmation of a commitment to educational equity and ongoing program development to support multicultural teaching.
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Strategies for Counterresistance: Toward Sociotransformative Constructivism and Learning To Teach Science for Diversity and for Understanding
Reports on two types of resistance by preservice science teachers--resistance to ideological change and resistance to pedagogical change. Suggests a sociotransformative constructivist orientation as a vehicle to link multicultural and socioconstructivist theoretical frameworks.
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Strategies for Preparing Culturally Responsive Teachers
Describes the efforts of a teacher-preparation program to improve the multicultural awareness of preservice teachers. Focuses on efforts toward curricular change to infuse academic knowledge about best teaching practices for diversity throughout the curriculum.
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Teacher Education and Race Equality: A Focus on an Induction Course for Primary BEd Students
Evaluated a two-week induction course focusing on antiracist and antisexist practices in education for all first-year primary undergraduate education (BEd) students. Evaluations from 120 education students indicate that the course was seen as a positive way of preparing them for the challenge of teaching in the inner city.
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Teacher Education's Responsibility to Address Diversity Issues: Enhancing Institutional Capacity
Preservice teachers must be prepared to address substantial student diversity and to educate all students to higher levels of understanding and competence. Many teacher educators are not competent to prepare new teachers in this area.
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Teacher Preparation in E/BD: A National Survey
A survey of 101 directors of teacher training programs for working with students with emotional and behavioral disorders (E/BD) found encouraging practices such as offering E/BD programming at the graduate level; however, there were some areas such as special education law and multicultural issues that received little attention. (Author/CR).
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Teacher retention, teacher effectiveness, and professional preparation: A comparison of professional development school and non-professional development school graduates
Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation.
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Teacher retention, teacher effectiveness, and professional preparation: A comparison of professional developmnet school and non-professional development school graduates
Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation.
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Teachers' Views of the Nature of Multicultural Literacy and Implications for Preservice Teacher Preparation
Describes a study to investigate teachers' views of multicultural literacy and how it relates to teacher preparation. Analyzes data from three focus groups.
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Teaching about Diversity Issues
Describes a course designed to help preservice teachers get in touch with their own attitudes and beliefs during an assignment that involves individuals from different backgrounds. Students' and teachers' perspectives on this learning experience are presented, focusing on such issues as religion, culture, social class, race, and teenage mothers.
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Teaching and knowledge:Policy issues posed by alternative certification for teachers
Assesses the design and potential outcomes of alternate route teacher certification programs, noting their perspectives and assumptions about teaching knowledge, teacher preparation, and the relationship to student learning. Alternate routes will be considered successful to the extent that they improve teacher preparation while working in concert with state policies.
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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).
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The Asset of Cultural Pluralism: An Account of Cross-Cultural Learning in Pre-Service Teacher Education
Highlights a Canadian preservice educator in a cross- cultural course who worked with student teachers to understand how they encountered one another's diverse attitudes and values, promoting a theory of cross-cultural education that validated experiential interactions as moments of learning. This led to a vision of pluralism where diversity helped create interpretive competence through encounters of difference and self-study.
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The Benefits of Dialogue Journals: What Prospective Teachers Say
Investigated preservice teachers' perceptions of the benefits and drawbacks to using dialogue journals in a multicultural teacher education course. Students perceived many benefits related to facilitation of learning, self-reflection, self-understanding, procedural convenience, expression of ideas, feedback, and teacher student relationships.
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The Border Crossings of a Multicultural Science Education Enthusiast
Examines the "borders" a preservice science education student encountered as she completed her student teaching in a cultural setting that was different from her own. Suggests that, during field experiences, preservice teachers may encounter multiple cultural borders, some consistent and some inconsistent with their instructional philosophy.
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The Case of Columbus, New Mexico: Educational Life on the Border. Multicultural Videocase Series
This guide accompanies one of a pair of videocases depicting educational life in Columbus, New Mexico. The videocase includes 23 minutes of unstaged but edited videotape footage of teaching and learning in and around an elementary school.
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The Case of Deming, New Mexico: International Public Education. Multicultural Videocase Series
This guide accompanies one of a pair of videocases depicting educational life in Deming, New Mexico. The videocase includes 28 minutes of unstaged but edited videotape footage of teaching and learning in and around junior high and mid-high schools in Deming.
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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.
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The Disproportionate Representation of Minority Students in Special Education: Responding to the Problem
Identifies specific content that teacher trainers in special and general education should consider incorporating into preservice training programs in an effort to address the over- and underrepresentation of culturally and linguistically diverse students in special education programs. The fields of multicultural education and bilingual education are seen to offer effective practices and programs for diverse special-needs learners.
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The effects of professional development schools: A literature review
This paper reviews research on the impact of Professional Development Schools (PDSs) on K-12 students, preservice teachers, inservice teachers, university faculty, school reform, and research. Section 1 examines what the research says about the impact of PDSs on these groups, using data from the ERIC database, and it discusses external support for PDSs.
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The Impact of a professional development school on preservice teacher preparation, inservice teachers' professionalism, and children's achievement: perceptions of inservice teachers
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The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts
Examined the impact of preservice teachers' backgrounds on their multicultural perspectives in teaching secondary social studies, highlighting two student teachers with widely different backgrounds and beliefs. Data from papers, interviews, and observations showed significant differences in perspectives.
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The Invisible Minority: Preparing Teachers to Meet the Needs of Gay and Lesbian Youth
Teacher educators can help prepare future educators to teach homosexual students by creating safe environments for homosexual students, providing positive role models, selecting relevant curriculum and activities, providing information and training for faculty, securing relevant library holdings, and conducting research on homosexual students. Commitment to all students must include commitment to homosexual students.
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The Preservice Education of Teachers for Student Diversity: An Analysis of the Special Education Empirical Literature
This monograph analyzes the empirical literature on multicultural teacher education. The first section summarizes the existing literature in general education and points out strengths and weaknesses.
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The Progressive Development of Multicultural Education before and after the 1960s: A Theoretical Framework
Discusses how past human struggles have been funneled into multicultural education, offering an explanation for why it was inevitable that the term multicultural education would first appear in the United States, discussing the development of multicultural education since the 1960s, and presenting a theoretical perspective and framework for viewing the development of multicultural education. (SM).
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The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity
A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school.
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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.
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The Role of Education in Preventing Ethnic Conflicts: The Case of Roma in the Czech Republic. GSFI Occasional Paper
This paper discusses conflicts between Romani minority people and the dominant majority in the Czech Republic, suggesting solutions based on improvements in teacher education.
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The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs
Investigated teachers' beliefs about the role of empathy in their effectiveness with culturally diverse students. All respondents had participated in a multicultural professional development course geared to fostering culturally responsive practice.
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The Role of Mentorship in a Saskatchewan Cross-Cultural Teacher Education Project
Describes a cross-cultural teacher-education project in Saskatchewan, Canada, in which a teacher team mentors a group of upper-level education students working in multicultural classrooms. Observes that the evolving participant structures of the research move beyond those in the initially proposed mentorship model.
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The Role of Teachers in a Cross-cultural Drama
Examines why there are so few Native American teachers in this country, specifically in the upper Midwest. Describes how one institution has increased the number of native teachers and notes student reactions to assimilation at a traditional, largely white university.
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The Understanding of Local Context in Teacher Education
The teacher education program at Western Montana College helps preservice teachers understand how the local context of the rural school and its community impacts student learning and the teacher's role. Coursework and multiple field experiences help preservice teachers identify their own cultural background and give them experience in teaching culturally diverse students.
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The Use of Case Studies in Preparing Teachers for Cultural Diversity
Cases offer prospective teachers vicarious experience in culturally different settings. This paper uses examples of cases from the Teachers for Alaska Program, which successfully altered the way teachers educated culturally diverse students.
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Then the Beauty Emerges: A Longitudinal Case Study of Culturally Relevant Teaching
Explores the classroom curriculum and instructional strategies of a white, second career teacher who created a culturally relevant teaching practice. Longitudinal data chronicled the development of her beliefs, values, and dispositions for meeting diverse student needs.
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Through the Eyes of Preservice Teachers: Implications for the Multicultural Journey from Teacher Education
Investigated definitions and perceptions of multicultural education among 103 preservice early childhood education students. Found that students' definitions illustrated minimal understanding of multicultural education, limited to race and ethnicity.
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Toward an Empowering Multicultural Assessment Technique
Discusses the move toward teaching strategies designed to empower students, sharing one university professor's experiences with a cooperative learning method of student assessment in a teacher training multicultural education course that utilized an empowering model. (SM).
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Transforming the Curriculum for Multicultural Understandings: A Practitioner's Handbook
This book's basic premise is that present demographics suggest concepts of inclusion and cultural reflection are essential to any academic endeavor. Teachers and future teachers need to be aware of the emergence of multicultural education and how that plays out in the classroom.
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Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series
This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy .
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Two Important New Documents Reviewed: OFSTED and TTA
Reviews the OFSTED document, "Educational Inequality: Mapping Race, Class and Gender. A Synthesis of Research Evidence," (which examines the persistent inequality between the main ethnic populations within English schools) and the Teacher Training Agency document, "Raising the Attainment of Minority Ethnic Pupils: Guidance and Resource Materials for Providers of Initial Teacher Training" (which focuses on racial equality and teacher training).
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Using Immersion Experiences to Shake Up Preservice Teachers' Views about Cultural Differences
A cultural-immersion project helped preservice teachers at the University of Nevada gain knowledge about other cultures and insight into how it feels to be part of a minority culture. Data from students' writeups of the projects indicate that students gained much from the experience (e.g., new information about specific cultures, challenged beliefs, and enhanced personal and professional skills).
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Variable definitions of professional development schools: A desire or dilemma?
Discusses when a school-university partnership is mature or collegial enough to be called a Professional Development School (PDS) partnership, challenging those who call what they have always done a PDS. The article defines a PDS, reviews the literature on PDSs, and clarifies the many models that exist across the country.
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Voices of change: A report of the clinical schools project
The Ford Foundation Clinical Schools Project was designed to assist higher education institutions, school systems, and teachers' professional organizations to collaborate in creating for teacher education the equivalent of the medical profession's teaching hospitals. Seven sites implemented experimental clinical training programs in six states: Florida, Kentucky, Maine, New York, Pennsylvania, and Washington.
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What Makes a Teacher Education Program Relevant Preparation for Teaching Diverse Students in Urban Poverty Schools? (The Milwaukee Teacher Education Center Model)
Urban teachers need a set of attributes that enable them to connect with children and youth in poverty and to function in dysfunctional school districts. The Milwaukee Teacher Education Center's (MTEC's) urban mission is to prepare educators to teach in the real world classroom of urban schools.
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Whiteness and White Identity in Multicultural Education
Reviews two books on white identity in multicultural education, examining trends toward linking white race consciousness to effective multicultural pedagogy (which multicultural proponents either embrace or ignore) and discussing whether this discourse advances the field. Suggests that if these texts are designed for preparing white teachers for diverse students, they do not move multicultural education beyond hope and advocacy.
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Why Aren't Teachers Being Prepared To Teach for Diversity, Equity, and Global Interconnectedness? A Study of Lived Experiences in the Making of Multicultural and Global Educators
Investigated why and how teacher educators bridged the gap between multicultural and global education to prepare teachers for diversity and equity. Respondents wrote about lived experiences which shaped their world views.
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