Search results for: Student diversity
Page 6/8 73 items
Learning to Unlearn: How a Service-Learning Project Can Help Teacher Candidates to Reframe Urban Students
This study explored how a group of prospective teachers explained the shift in their perspectives of low-income, urban youth as a result of participating in a service-learning project that explicitly attended to issues of status and processes of unlearning. The findings indicate that when fused with student voice work, service learning can help prospective teachers to examine and revise their assumptions about students.
Updated: Sep. 05, 2010
Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Updated: Sep. 05, 2010
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.
Updated: Sep. 05, 2010
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Updated: Aug. 29, 2010
This documentary account describes professional development for teachers in the USA serving culturally and linguistically diverse students. The goal of the project was to monitor effectiveness of training in Sheltered Instruction Observation Protocol (SIOP) and to assess the value of cognitive coaching. Findings indicated workshops were effective and produced strong commitment to the model, but resulted in a disappointing level of implementation without a coaching phase.
Updated: Aug. 22, 2010
Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, and their feelings of “cultural competence” around diversity. The survey also examined the repertoires of practices and resources that the students feel prepared to draw on in their work with middle and high schools students. Analysis of course materials provided insight into distinctions between anti-homophobia and LGBTQ-ally stances among students.
Updated: Aug. 17, 2010
Pre-service Teachers' Dispositions towards Diversity: Arguing for A Developmental Hierarchy of Change
This paper explores Australian pre-service teachers' beliefs about and attitudes towards diversity. The authors rely on Garmon's argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes. Hence, the authors examine the relationship between such dispositions as exhibited in students' autoethnographic work.
Updated: Aug. 03, 2010
The current study uses meta-analysis to examine the relationship between college diversity experiences and cognitive development systematically. The findings suggest that several types of diversity experiences are positively related to several cognitive outcomes. However, the magnitude of the effect varies substantially depending on the type of diversity experience, the type of cognitive outcome, and the study design. Implications for future research and practice are discussed.
Updated: Jun. 29, 2010
Culturally Responsible Mentoring: Exploring the Impact of an Alternative Approach for Preparing Student Teachers for Diversity
This study argues that culturally responsible mentoring (CRM) is one way to help student teachers put multicultural education into practice. This study examines the impact CRM has on preservice teachers learning to teach in diverse classrooms. The findings demonstrate that CRM helps preservice teachers become critical thinkers about the cultural contexts in which they work. CRM also assists them in developing equitable and inclusive practices for their particular students.
Updated: Jun. 22, 2010
This yearlong self-study investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns’ learning to respond to student diversity. Influences such as the field instructor’s supervisory practices, the school context, and collaborating teachers are discussed. Suggestions are offered for reframing how supervisory work is approached and areas for future research.
Updated: Jun. 20, 2010