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Full-Text Articles in Education
A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander
A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander
Teacher Education Faculty Publications
The article describes multicultural reform projects at an urban college of education including analyses of student's descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author's assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized.
"Good Politics Is Good Government": The Troubling History Of Mayoral Control Of The Public Schools In Twentieth-Century Chicago, James (Jim) C. Carl
"Good Politics Is Good Government": The Troubling History Of Mayoral Control Of The Public Schools In Twentieth-Century Chicago, James (Jim) C. Carl
Educational Studies, Research, and Technology Department Faculty Publications
This article looks at urban education through the vantage point of Chicago's mayors. It begins with Carter H. Harrison II (who served from 1897 to 1905 and again from 1911 to 1915) and ends with Richard M. Daley (1989 to the present), with most of the focus on four long-serving mayors: William Hale Thompson (1915--23 and 1927--31), Edward Kelly (1933--47), Richard J. Daley (1955--76), and Harold Washington (1983--87). Mayors exercised significant leverage in the Chicago Public Schools throughout the twentieth century, making the history of Chicago mayors' educational politics relevant to the contemporary trend in urban education to give more …
Culturally Responsive Professional Development Through Conceptual Change; A Case Study Of Substitute Teachers In Urban School Districts, Frank J. Feola
Culturally Responsive Professional Development Through Conceptual Change; A Case Study Of Substitute Teachers In Urban School Districts, Frank J. Feola
ETD Archive
The purposes of this research were to analyze the influence of participants' experiences on their culturally responsive pedagogical development and consider the policy implications for higher education, schools and school districts, and the state. Four substitute teachers from three urban school districts participated in a professional development experience--autodidactic cultural diversity development--to learn about culturally responsive pedagogy and implement it in their classrooms. Participants' upbringing, collegiate experiences, substitute teaching experiences, and the professional development influenced their development as culturally responsive educators. This research may also be used to inform policy discussions regarding the value and applicability of the substitute teaching experience …