Education Commons^™

A Wild Distinction: The Metamorphosis Of Teacher Identity Through Cognitive Dissonance And Urban Field Experiences, Meg White, Corine Meredith Brown, Connie L. Schaffer

Educational Leadership Faculty Publications

Teacher identity is not a common construct - it is used in different ways, by different people, and in different contexts. Yet the process of developing teacher identity as beginning professionals is critical. To paraphrase the word of one pre-service teacher, there is a wild distinction between the identity of a student and the identity of a teacher.

Promoting Inclusive Excellence - The Practice Of Diversity And Inclusiveness, Uno Inclusion And Equity Leadership Team

Strategic Planning Forums

This presentation discusses: Inclusion and Equity Update; Equity Scorecard; and Inclusion.

Uno Website Gened Committee Diversity Requirements, Uno Office Of Academic And Student Affairs

Student Learning

A 21^st century education requires exposure to cultures and institutions around the world, as well as within one's own society. This exposure is essential in order to promote intellectual flexibility, cultural understanding, and informed citizenship. UNO seeks to foster cultural understanding to assist our students in becoming responsible citizens in a diverse world.

Uno Website-Gened Committee-Us Diversity, Uno General Education Assessment Committee

Student Learning

Courses in this category focus on significant cultural, economic, historical, political, and or sociological aspects of one or more underrepresented groups in the United States.

Diversity requirements, consisting of U.S. Diversity and Global Diversity coursework, comprise six hours of the general education curriculum. Students must complete three credit hours of coursework in U.S. Diversity, and three credit hours of coursework in Global Diversity to fulfill their diversity requirements.

Uno Website-Gened Committee-Global Diversity, Uno General Education Assessment Committee

Student Learning

Courses in this category focus on significant cultural, economic, geographical, historical, political, and/ or sociological aspects of one or more countries or (indigenous) notions, and may include a comparative analysis to the United States.

Diversity requirements, consisting of Global Diversity and U.S. Diversity coursework. comprise six hours of the general education curriculum. Students must complete three credit hours of coursework in Global Diversity, and three credit hours of coursework in US Diversity to fulfill their diversity requirements.

Leadership Dispositions And Skills For Ethnically Diverse Schools, Jeanne L. Surface, Peter J. Smith, Kay Anne Keiser, Karen L. Hayes

Educational Leadership Faculty Publications

Quality educational leadership is especially critical today in the era of school improvement, student achievement, and teacher accountability. Leaders help meet ever-changing contexts and opportunities. Senge (1990) observed, “The new view of leadership in learning organizations centers on subtler and more important tasks. In learning organizations, leaders are designers, stewards, and teachers” (p. 340).

In addition to these new leadership challenges, this is a time when school resources—human as well as financial--are limited not only in PK-12 schools but to universities as well (Price, 2008). While American educators today are serving an increasingly diverse community, educators are still predominately middle-class, …

The Development And Validation Of The Diversity Dispositions Index, Laura E. Schulte, Sarah Edwards, Nancy A. Edick Dr.

Teacher Education Faculty Publications

The population of the U.S. is becoming increasingly more diverse. Yet, administrators and teachers in the U.S. are predominantly "European Americans from middle-class backgrounds who speak only English. Many of their students are racial and ethnic minorities, live in poverty, and speak a first language other than English" (Banks et aI., 2005, p. 237). The "No Child Left Behind Act" signed into law in2002 requires school districts to hire highly qualified teachers who possess the necessary dispositions to ensure that all children learn (Center on Education Policy, 2002). School administrators and teachers must understand students' backgrounds and experiences, and they …

Analyzing An Urban University's Diversity Dilemma, Melodee Landis, Angela Ferguson, Ana Carballal, Wilma Kuhlman, Sandra Squires

Teacher Education Faculty Publications

Lack of diversity in the teaching force is proving to be a grievous problem for our country. Across the nation the percentage of teachers of color in our schools remains stagnant as the percentage of students of color increases (Gay, Dingus & Jackson, 2003; Gordon, 2000; Gursky, 1999). Councils have been convened and conferences held to confront the issue (National Collaborative on Diversity in the Teaching Force, 2004). This disparity between the supply and demand for a diverse teaching force not only violates our standards of equity, it also appears to have a deleterious effect on achievement of students, particularly …

Can Diversity Programs Change Behaviors In The Campus Environment?, Sharon Ulmar

Educational Leadership Faculty Proceedings & Presentations

“Once diversity programs have been conducted, the participants must move forward. It is clear from the action plans that more attention must be paid to ensure that more participants take action.”