Search results for: Ethnic diversity
Page 2/2 19 items
This discussion focuses on an aspect of teacher education for diversity. It is preservice teachers’ and teacher educators’ attitudes and beliefs about racial, cultural, and ethnic differences. Throughout this discussion, problematic attitudes and beliefs about various dimensions of cultural diversity are identified; explanations about how they are manifested among teacher education students are presented; their effects and consequences are proposed; and some suggestions are made for developing more positive attitudes and actions toward cultural diversity in teaching.
Updated: Apr. 27, 2010
In this article, the authors reflect on the preparation of teachers for English learners (ELs). The authors also articulate the importance of enhancing teacher knowledge through contact and collaboration with diverse ethnolinguistic communities. The authors build on recent research on the preparation of teachers for cultural responsiveness and linguistic diversity. The authors summarize the most recent research on culturally and linguistically responsive teacher preparation and focus on a framework that includes developing teacher knowledge through contact, collaboration, and community.
Updated: Apr. 27, 2010
Composition Matters: Multi-Context Informal Mentoring Networks for Low-Income Urban Adolescent Girls Pursuing Healthcare Careers
This study examines the composition of informal mentoring networks utilized by low-income urban adolescent girls with healthcare college and career aspirations. 60 ethnically diverse students in their third year of secondary school were included in this study. These students participated in a survey about their future educational and career plans and the persons providing support for their future plans. Results suggest that diversely composed, or multi-context, informal mentoring networks are effective in supporting adolescents in their educational and career pursuits.
Updated: Jun. 25, 2009
The article examines and challenges a widely held and often unexamined conception of White teacher candidates as learners about issues of diversity and equity in teacher education. This conception suggests that most White teacher candidates are deficient learners who lack resources or who have deficient knowledge or experience from which to build when it comes to learning about diversity.
Updated: May. 18, 2009
This article investigates a New Zealand Pākehā (European) teacher's professional development experience working with Māori (indigenous people of New Zealand), and their protocols and practices. The article discusses a participant observer process of living on a marae (Māori congregational place), working with Māori, experiencing Māori protocols and practices on a daily basis.
Updated: Apr. 01, 2009
Social Competence as An Educational Goal: The Role of The Ethnic Composition and The Urban Environment of The School
This article concerns the relationship between social–educational goals and the school context. The authors used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal.
Updated: Jan. 21, 2009
The article suggests ethical challenges and perceived discontinuity between home-and-school based experiences. The article offers definition and methodology for quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered.
Updated: Sep. 17, 2008
In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003).
Updated: Apr. 08, 2008
Unreached and Unreasonable: Curriculum Standards and Children's Understanding of Ethnic Diversity in Canada
This article traces the development of contemporary curriculum standards with regard to diversity and examines those standards in the context of a study of grade 7 students' understanding of diversity in New Brunswick. It presents evidence to suggest students are falling far short of expectations outlined in standards documents. While the sparse and fragmentary nature of student understanding should be of concern, this article also identifies key areas of concern about the development and implementation of the standards themselves. We argue that expecting teachers to teach toward, and students to attain, the standards might be unreasonable in light of these concerns.
Updated: Mar. 02, 2008