(1983). Developing an International Education Program in Pre-service Teacher Training. Most preservice teacher training institutions are aware of both the charge placed upon them to develop international understanding and the idea of the human family. The finite nature of the world, whose future rests on appropriate organization and ethical interaction, has made it imperative that teachers help children of the 21st century understand cultural differences and world problems. A case-study detailing how the Educational Department of Wittenberg University (Ohio) addressed this charge is presented. The major goals of this project were to increase preservice teacher awareness of international issues, and to establish international student teaching experiences, with close institutional collaboration and accountability. Six categories for decision making and action were found to be crucial for the achievement of these goals: (1) a foundation and framework for specific action; (2) curriculum content; (3) site selection and visitation; (4) development of resources; (5) faculty…
(1981). Native Americans as Teacher Trainers: Anatomy and Outcomes of a Cultural Immersion Project. Data spanning the nine year life of a culturally-oriented field project sponsored by Indiana University indicated the feasibility and productive impact of intensive teacher preparation experiences in a cultural community (Native American) where the trainee (Anglo) functioned in the role of a minority person. For 9 consecutive years, 291 preservice teachers completed on-campus cultural preparation through seminars, workshops, films, readings, and interviews, then served for 17 weeks as student teachers and dormitory volunteer workers in Bureau of Indian Affairs schools in isolated Navajo and Hopi communities and submitted attitudinal and cultural implications reports each two weeks. Participants were predominantly Anglo female education majors from mainstream Anglo communities and public schools. Project participants reported to placement sites friendless and somewhat apprehensive. They departed having several close Native American friends and highly pleased with the experience….
(1993). Field Experience. Kamehameha Journal of Education, v4 p89-95 Fall. Describes the field experience component of Hawaii's PETOM (Preservice Education for Teachers of Minorities) program. Student teachers visit rural schools, becoming acquainted with their future students and schools. PETOM offers experience with many classrooms and teaching modules. Students are encouraged to reflect and analyze, thus developing their own teaching styles. (SM)…
(1991). Remembering Theressa: Please Excuse My Doing Nothing; I Was Just an Observer. Teaching Education, v4 n1 p33-39 Sum-Fall. Recounts a student teacher's field experience which involved conducting a case study of one elementary student. She followed the class's only Hispanic student who was labeled a low achiever with an uncooperative family but who was actually very capable. Though she could not intervene, the experience shaped her teaching career. (SM)…
(1993). Equity and Access in the Instructional Materials Arena. Journal of Black Studies, v23 n4 p500-14 Jun. Outlines some equity problems still existing in the cultural thrust of the public school curriculum and instructional materials, discusses the political context of materials and curriculum selection, and proposes some strategies for resolution of curriculum and instructional materials problems. Equity must become the political will of the American people. (SLD)…
(1993). Preparation for Cultural Diversity: Experiential Strategies for Educators. Equity and Excellence, v26 n1 p19-26 Apr. Examines current theory and research about educating teachers concerning diversity, cultural pluralism, and equity. Explores how teacher educators attempt to transfer multicultural skills, beliefs, and knowledge in ways that help every child learn. Every teacher needs to incorporate cultural diversity to acknowledge the different needs and goals of students. (SLD)…
(1993). "Children Only Go to School to Colour in …": Overseas Educated Teachers' Perceptions of Australian Schools. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p20-24 Sum. Interviews with Australian teachers educated in other countries raise questions about central issues of education, discipline, and the teacher's role. The dilemma faced by Australian teachers from overseas is to reconcile positive and negative aspects of both systems so that they can work in Australia without rejecting their own beliefs. (SLD)…
(2000). Small-Town College to Big-City School: Preparing Urban Teachers from Liberal Arts Colleges. Teaching and Teacher Education, v16 n4 p465-90 May. Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities. Pre- and post-program interviews and essays indicate that the program successfully prepares students to teach in urban schools. (SM)…
(1995). "I've Really Learned a Lot, But…": Cross-cultural Understanding and Teacher Education in a Racist Society. Journal of Teacher Education, v46 n5 p327-33 Nov-Dec. Describes a cross-cultural course offered by the Faculty of Education at the University of Regina (Saskatchewan, Canada) to develop preservice teachers' understanding of aboriginal cultures, taking data from instructors' experiences and student narratives. The paper discusses the lack of understanding in white preservice teachers' views of self and others and the implications for teacher education in a racist society. (SM)…
(1996). Promoting Tolerance in Preservice Teachers. Social Education, v60 n3 p152-54 Mar. Describes a social science methods course where preservice teachers taught a unit on controversial topics involving tolerance and intolerance. Students were forbidden to lecture. Permitted methods included cooperative learning, inquiry, simulations, jackdaws, documents, and sociodrama. Student response was generally positive. (MJP)…
(1997). A Focus on Diversity and Change: Professional Development, Partnership, and Commitment. Jessup Elementary School (Maryland), Towson State University (TSU) (Maryland), and Anne Arundel Community College (Maryland) have joined in a effort to change the notion of partnership in professional development schools (PDSs). The focus is not only the preparation of early childhood teachers but also the professional development of faculty and staff. The elementary school has a diverse student population that includes many from military families, students with disabilities, and students from different racial and ethnic groups; the socioeconomic make-up of the school ranges from very low levels to upper middle class. The purposes of the partnership redesign include: create a PDS at Jessup Elementary School; design and implement an extended internship program; create and update personal professional development plans (PDPs) for teaching interns, beginning teachers, and experienced educators; and integrate and align program and course content with PDPs and school improvement plans…. [PDF]
(1997). Supporting the Spirit of Learning. When Process Is Content. This book addresses the revision of the curriculum to meet the needs of the 21st century. After a foreword by Peter M. Senge and prefaces by the editors, the following chapters are included: (1) Process as Content in Education of Exceptional Children (Reuven Feuerstein, Rafi Feuerstein, and Yaron Schur); (2) Generative Topics for Process Curriculum (Vito Perrone and Bena Kallick); (3) Teaching as Process (Arthur L. Costa and Robert J. Garmston); (4) Instruction for Process Learning (Marian Leibowitz); (5) A Process-Oriented Paradigm: Implications for Professional Development (Marilyn Tabor); (6) Enhancing Transfer (Robin Fogarty); (7) New Technologies: New Learning? (Timothy Melchior, Gwen Gawith, John Edwards, and Michael Keany); (8) Using Technology To Combine Process and Content (Stanley Pogrow); (9) Teaching Science Literacy and Critical Thinking Skills through Problem-Based Literacy (Robert J. Swartz); (10) Tools To Enhance Thinking and Learning (Sandra Parks); (11) Processes…
(1990). Internationalizing Public Education: Past Practices, Present Programs, and Future Promises. As the world becomes increasingly interdependent, the role of public education in the United States becomes correspondingly vital. In order for the United States to function in such a world its young persons, the leaders of tomorrow, must be able to understand how such a world works. Yet, as recent studies have show, the youth of the United States are woefully underexposed to other countries' languages and cultures, and to U.S. foreign policies. Many states have been responding to this need through the establishment of commissions to recommend ways of introducing broader instruction in international studies into schools, or have mandated some form of international education in all grades, from kindergarten through high school. A multitude of issues concerning global education has yet to be fully addressed, however, including specific questions as to teacher training and curriculum design and development. Comprehensive changes in education is implicit in the need for a more globally… [PDF]
(1977). URRD 1975-76 Final Report. Report No. 77-2. This report (1975-76) details the extent to which the Urban, Rural, Racial, Disadvantaged Educational Programs (URRD) in Seattle have met the URRD minimum standards for evaluation of effectiveness as defined in the Washington State Administrative Code. URRD programs are defined as state funded efforts which provide special services to students who are not succeeding in school because they are from disadvantaged, poverty, or minority backgrounds. In the first section descriptions are provided of the population considered in the study (Black, Spanish surnamed, Asian American, Native American, White, and Other) and the method of data collection. The second section presents data regarding the effectiveness of five types of URRD programs: reentry motivation, academic achievement, bilingual/bicultural, Indian education, and preschool. A summary of the report's findings and conclusions are contained in the last section. (APM)…
(1980). The Challenge of the Eighties: Southeast Conference on the Education of Hispanics (Miami, FL, May 7-9, 1980). Focusing on the problems of and recommendations for identified areas of concern in the education of Hispanics in the Southeast, this conference report has three major sections. Section I, "Conference Report," outlines the conference proceedings and presents a compilation of critical issues and recommendations concerning affirmative action, linguistically and culturally relevant program delivery, special needs, tests and research, bilingual instruction, access to Federal funds, parent and community involvement, and politics and Hispanic education. Section II, "Hispanic Educational Concerns," lists 13 issues and recommendations presented to the United States Secretary of Education. Broad major areas of concern include Hispanic representation in the Department of Education, bilingual education, effective programs for the disadvantaged, the Lau Remedies, recognition of foreign degrees, and the role of advocacy offices in the Department of Education. Section III,…