NCCRESt

part of the Education Reform Networks

You are in: Subject —>

Teacher Competencies

• (Dis)Integrating Multiculturalism with Technology
  Examines whether K-12 teachers are prepared to use technology in innovative and effective ways to authentically present multicultural education, examining the potential inability of teachers to provide an authentic version of multicultural education in the presence of technology as both an individual decision and as the result of generally underconceptualized teacher preparation in the instruction of multicultural education. (SM).
• Collaboration activities and competencies of secondary school special educators: A national survey.
  A national survey of 1,000 secondary school special educators servicing students with mild disabilities yielded 407 responses. Results found that the teachers interacted frequently with general and special educators to share information and infrequently with community service providers.
• Delta Pi Epsilon National Research Conference Proceedings (Indianapolis, Indiana, November 14-16, 1996)
  It is a collectio of 34 papers.The papers contains articles related to attitude and motivation;teacher student;government university collaboration relationship etc.
• 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.
• Equity and Diversity in Classroom Computer Use: A Case Study
  A case study explored how an effective teacher in an urban multicultural classroom uses computers. Identified effective management and instructional strategies.
• 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).
• Multiculturalism and Severe Disabilities
  This article discusses the need for educators to acquire the knowledge and skills necessary to help students with severe disabilities from mainstream groups to develop cross-cultural knowledge, values, and competencies. It outlines goals for multicultural understanding for educational researches, for teacher educators, and for school leaders and teachers.
• 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.
• 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.
• 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.
• Teachers of Gifted Students: Suggested Multicultural Characteristics and Competencies
  This article discusses desired characteristics and competencies in teachers of gifted students who are culturally, ethnically, or linguistically diverse. These include: culturally relevant pedagogy, equity pedagogy, a holistic teaching philosophy, a communal philosophy, respect for students' primary language, culturally congruent instructional practices, culturally sensitive assessment, student-family-teacher relationships, and teacher diversity.
• 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.
• 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.