NCCRESt

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Schools of Education

• 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).
• Discomfort Zones: Learning about Teaching with Care and Discipline in Urban Schools
  Multicultural principles, discipline, and curriculum theory should be integrated and revisited across the teacher-education program via case studies, portfolio assessment, and field experiences. Authors deplore prescriptive, procedural approaches to teaching and value ongoing faculty/student conversations, university alliances with "best" teachers and principals, and trust in children's power.
• Diversity and the Quality Process: Curriculum Reform in the School and the University
  A brief history and description of Total Quality Management introduces a discussion of a teacher education improvement project at Northeastern Illinois University. The project grew out of a conference (1991) hosted by the university titled "Developing University/Business Partnerships for.
• Diversity and the Quality Process: Curriculum Reform in the School and the University
  A brief history and description of Total Quality Management introduces a discussion of a teacher education improvement project at Northeastern Illinois University. The project grew out of a conference (1991) hosted by the university titled "Developing University/Business Partnerships for Restructuring Teacher Education." The Coalition of Universities and Businesses for Education (CUBE) resulted from this conference.
• Diversity and the Quality Process: Curriculum Reform in the School and the University
  A brief history and description of Total Quality Management introduces a discussion of a teacher education improvement project at Northeastern Illinois University.
• Infusing Multicultural Education: A Process of Creating Organizational Change at the College Level
  A case study uses the concept of second-order organizational change to conceptualize the nature of change associated with infusing multicultural education within a large college of education. A four-year process is described, in which qualitative changes to the organization's culture occurred.
• 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.
• Respect in the Classroom: Reflections of a Mexican-American Educator
  Praises the rare teacher who respected his native culture when growing up. Deplores negative attitudes of some future second-language teachers toward Mexican-American culture.
• 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.