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Full-Text Articles in Education
Book Review: Paradoxes Of The Public School By James Schul, George Morrow
Book Review: Paradoxes Of The Public School By James Schul, George Morrow
Essays in Education
Preparing teachers is critical to the health of American schools, communities, and our working democracy. This textbook introduces future teachers to the rich and complex world of the public-school educator. Using fourteen social, pedagogical, and political paradoxes the book reveals the historical events, personalities, and theories which have crafted today’s schools as well as the many issues surrounding the daily life of the teacher. This book engages future teachers in their critical role as meaningful players in the social context of an evolving world.
Multicultural Teacher Education: Toward A Culturally Responsible Pedagogy, Hui-Min Chou
Multicultural Teacher Education: Toward A Culturally Responsible Pedagogy, Hui-Min Chou
Essays in Education
While the student population in the United States becomes culturally diverse, it is imperative to provide an empowering and equitable education for all students in the United States. Within the context of teacher preparation, one of the highest priorities is to help prospective teachers acquire the attitudes knowledge, skills, and dispositions to work effectively with culturally diverse students. Schools, colleges, and departments of education must assume the responsibility of preparing all teachers, regardless of race, to teach in culturally diverse classrooms. While most teacher education programs acknowledge the importance of an increasing diversity among school pupils, reviews of the literature …
Educational Change And Challenges: Constructivist, Collaborative Ideals In Teacher Preparation, Miguel Licona, Timothy G. Cashman
Educational Change And Challenges: Constructivist, Collaborative Ideals In Teacher Preparation, Miguel Licona, Timothy G. Cashman
Essays in Education
The following study details the collaboration of a university’s secondary education faculty on the United States and Mexico border. Calls for improved test scores, better preparation and retention of teachers, and improved graduation rates of teacher candidates were imminent concerns. The faculty responded to these demands by developing an integrated teacher preparation program based on shared activities, readings, technology, electronic journals, and shared epistemological values. The context for the reform efforts included a consideration for learning theory. Furthermore, secondary education faculty facilitated constructivist, collaborative pedagogies as integral to teacher preparation. A new focus was placed on learner-centered praxis rather than …
School Psychologists Walking The Talk In Authentic Teacher Preparation Programs, Mindy Sloan
School Psychologists Walking The Talk In Authentic Teacher Preparation Programs, Mindy Sloan
Essays in Education
Knowledge and skills bases once confined to school psychologists are now considered critical to the functioning of effective teachers (CEC, 2003, NCATE, 2003, Wilson, S. M., Floden, R. E., & Ferrini-Mundy, 2001). This paper uses three assumptions to argue for the inclusion of doctoral level school psychologists in teacher preparation programs. The first assumption acknowledges school psychology’s tradition of consultation with teachers (Bardon, 1990, Brown & Pryzwansky, 2002, Conoley & Conoley, 1992). Second, interdisciplinary teamwork is critical to effective educational planning (National Association of School Psychologists, 2003a, 2003b). Rather than merely informing future teachers that they will collaborate with other …
School Psychologists Walking The Talk In Authentic Teacher Preparation Programs, Mindy Sloan
School Psychologists Walking The Talk In Authentic Teacher Preparation Programs, Mindy Sloan
Essays in Education
Knowledge and skills bases once confined to school psychologists are now considered critical to the functioning of effective teachers (CEC, 2003, NCATE, 2003, Wilson, S. M., Floden, R. E., & Ferrini-Mundy, 2001). This paper uses three assumptions to argue for the inclusion of doctoral level school psychologists in teacher preparation programs. The first assumption acknowledges school psychology’s tradition of consultation with teachers (Bardon, 1990, Brown & Pryzwansky, 2002, Conoley & Conoley, 1992). Second, interdisciplinary teamwork is critical to effective educational planning (National Association of School Psychologists, 2003a, 2003b). Rather than merely informing future teachers that they will collaborate with other …
“Been There---Ah, Haven’T Tried It That Way”: A Professional Effort To Differentiate Instruction, Donna M. Sobel
“Been There---Ah, Haven’T Tried It That Way”: A Professional Effort To Differentiate Instruction, Donna M. Sobel
Essays in Education
It goes without saying that the most critical component of preparing educators lies in their ability to competently teach. Differentiation provides a framework to develop classrooms where realities of genuine student variance can be addressed with curricular realities. The author describes a professional development project that differentiated a series of teacher workshops that were designed to increase teachers’ perceived competency to differentiate instruction. The purpose here is to describe a collaboratively created and implemented professional development program designed to train staff in ways to differentiate instruction for all learners. Sample training activities, along with perceptions from participants and suggestions for …
Missing In Action: Research On The Accountability Of Multicultural, Inclusive Teacher Education, Sheryl V. Taylor, Donna M. Sobel
Missing In Action: Research On The Accountability Of Multicultural, Inclusive Teacher Education, Sheryl V. Taylor, Donna M. Sobel
Essays in Education
While a substantial amount of research has been conducted on the effects of various teacher education programs to prepare teachers for multicultural, multilingual, inclusive classrooms, very little of it examines the impact of multicultural, inclusive teacher education on how pre- and inservice teachers actually teach children in the classroom. Few researchers have followed teachers into the classroom to find out if or what “carry over” exists from multicultural teacher education (Sleeter, 2001). Even if teachers show growth through their course work and learning experiences in multicultural education, what evidence is there that they are or are becoming strong teachers in …