National Institute for Urban School Improvement
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Teacher Improvement

  • Becoming a Multicultural Teacher
    Considers how being a multicultural teacher demands facing a lengthy and complex set of issues, beginning with the understanding that good multicultural teaching has the bottom-line goal of helping every child be successful in the classroom. Presents 10 recommendations for reaching that goal.
  • Coalescing for Change: The Coalition for Education That Is Multicultural
    Describes the situational complexity of the "Coalition for Education That Is Multicultural," a teacher development group of continuous inquiry into practice by reflective practitioners interested in resistance and collective social action. Interviews with and observations of female members over six months provide information on vision, leadership, empowerment, transformation, and social action.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students
    Discusses the effect of inservice and preservice education emphasizing the educational needs of limited-English- proficient students, examining a study of the effects of English language proficiency on teachers' assessment of students' understanding. Results indicated that despite inservice education, teachers did not accommodate students' needs and maintained their teaching biases.
  • The Chicago Handbook for Teachers: A Practical Guide to the College Classroom
    This book is designed to offer practical advice to beginning, as well as experienced, teachers of college courses on navigating many of the common challenges faced both in and outside the classroom.
  • 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.
  • 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.
  • Using Effective Teaching Strategies To Improve the Academic Performance of Culturally Diverse Students in a Public Elementary School
    This report describes a practicum project designed to help first- through fourth-grade teachers acquire the knowledge, skills, attitudes, and strategies necessary to work effectively with a diverse student population; improve the social and academic performance of culturally diverse students; and increase parent involvement at school.