Search results for: Diversity
Page 5/6 59 items
Exploring Pre-Service Teachers’ Literacy Practices with Children from Diverse Backgrounds: Implications for Teacher Educators
The article investigates a course designed to prepare preservice teachers for literacy instruction for multicultural and linguistically diverse children. The study focused on preservice teachers' comments and reflections during a practicum at an urban elementary school where over 85% of the student population was comprised of children from ethnically and linguistically diverse backgrounds.
Updated: May. 27, 2008
Addressing diversity in US Teacher Preparation Programs: A Survey of Elementary and Secondary Programs’ Priorities and Challenges from Across the United States of America
A survey on diversity was gathered on 142 public university elementary and secondary teacher preparation programs, indicating that race or ethnicity was the most emphasized diversity. This element was followed by special needs, language diversity, economic (social class), gender and sexual orientation. Only California placed greater emphasis on language diversity but less on special needs. The data suggested that faculty knowledge about diversity and student attitudes.
Updated: May. 12, 2008
Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood preservice teachers
The study reports on preservice teachers' perceptions of which memorable experiences contributed to shifts in their culturally responsive disposition and teaching practices. The preservice teachers were enrolled in a teacher preparation program, designed to prepare them for work with a diversity of children and their families. Findings suggest five types of experiences that were instrumental in the disposition shift. These included material resources, diverse internship experiences, interactions with diverse families, critical reflection, and discussion and dialogue.
Updated: Mar. 31, 2008
From Foreigner Pedagogy to Intercultural Education: an analysis of the German responses to diversity and its impact on schools and students
This article first provides a socio-historical analysis of the German responses to migration-related cultural and religious diversity by tracing the development of educational policies from assimilationist notions of ‘foreigner pedagogy’ in the 1960s and 1970s to intercultural education, which slowly emerged in schools in the 1980s and 1990s.
Updated: Mar. 23, 2008
The article describes a study into minority teachers teaching in Australian schools. The qualitative study that consisted of interviews with teachers searched for broad themes and patterns relevant to the project. The author suggests that minority teachers use their cultural knowledge and experiences to develop a deeper understanding of ethnic minority students, and empathize with them through understanding their out-of-school lives from perspectives not available to the dominant cultural majority.
Updated: Mar. 11, 2008
Have conceptual reforms (and one anti-reform) in preservice teacher education improved the education of multicultural, multilingual children and youth?
The article examines three conceptual reforms in US education and their effects on the education of multicultural and multilingual youth. The article also considers alternative certification programs. According to the author, although each reform improved preservice teachers' preparation to teach multilingual learners, none actually changed the education of under-served youth. The author inks the field's focus on the preparation of teachers for diverse students and the moral dimension of teacher education, concluding that such a connection may be the only way to maintain the professional school preparation of teachers.
Updated: Mar. 04, 2008
The article focuses on a review of the different 'nature' of male and female teachers, their teaching styles, capabilities and effects. The study reviews gender differences from essentialist perspectives on the one hand and constructionist perspectives on the other. The research was divided by the body of literature on teacher gender into two divergent research traditions: sex differences research and gender dynamics research.
Updated: Mar. 04, 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
The article discusses a new approach to promoting anti-homophobia education in teacher education and schooling contexts. The approach includes three anti-homophobia practices: coming out stories, homophobic name-calling, and Pride Week activities. The approach promotes 'safe moments', 'positive moments', and 'queering moments'.
Updated: Feb. 26, 2008
The article discusses the merits of teachers' speaking for students in need and standing up for equitable access to resources. Although their actions helped attain support, the teachers reported that advocacy required persistence and sometimes resulted in confrontation with colleagues and administrators.
Updated: Feb. 26, 2008