ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;My Professor Has Her Opinion and She Sticks with It&quot;: Using Critical Multiculturalism to Challenge Assumptions of Teacher Candidates
Author: Miretzky, Debra A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Cultural Pluralism,Student Journals,Teacher Educators,Student Teacher Attitudes,Interviews,Course Evaluation,Reflection,Multicultural Education,Controversial Issues (Course Content),Teaching Experience,Critical Theory,Performance Factors,Barriers,Conflict

Social foundations courses, and in particular any course that has to do with multiculturalism or diversity, can be land mines for teacher educators seeking to provide experiences that may be &quot;partisan&quot; but also &quot;educative&quot;. This article explores the tensions of teaching multiculturalism classes to undergraduate teacher education students and is based on experiences at a public rural Midwestern university over the last few years. Interviews with department colleagues who teach the multiculturalism course, student journals and course evaluations, and reflection provide the data for this reflective essay.
First Year Teacher Education Candidates: What Are Their Perceptions about Multicultural Education?
Author: Ford, Theron N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Differences,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,College Freshmen,Academic Standards,Educational Policy,Behavior Rating Scales,Socioeconomic Influences,Social Attitudes,Ethnic Diversity,Catholic Schools,White Students

In order for some minority groups to perform well academically, they need to develop a positive relationship with their teachers. Given the ongoing cultural difference between the majority of the teaching workforce and the student population, the question for teacher education programs is how they might assist future teachers in developing dispositions that will increase their ability to interact and teach diverse students effectively and in a culturally responsive manner. The demographic profile of the students in the John Carroll University (JCU) Teacher Education Program suggests a traditional-aged, White population, many of whom have transitioned from a K-12 Catholic education into a Catholic higher education setting. Many of these students also enjoy an affluent socio-economic status and, as such, they have managed to engage in their daily activities nearly exclusively in the company of other White Americans. This could possibly connote a &quot;culturally deprived&quot; status because of the extensive homogeneous life experiences these students have had. Frequently, they express fear when informed they may have to spend time within an urban educational or community setting. Most routinely express doubt about their ability to teach effectively children who are poor or minorities. In one or two extreme instances, students had parents intervene in hope of avoiding a mandatory &quot;border crossing&quot; experience involved in a service-learning assignment. Such responses clearly indicate the challenge of creating new dispositions in the John Carroll teacher education students. Clearly, understanding which practices, knowledge, and experiences most influence the development of desired dispositions is essential. Possession of that information would allow the JCU Teacher Education Program to maximize its efforts and increase desired outcomes. There is, however, a first task, specifically, the need to ascertain the students' present dispositions related to multicultural education. The effort described in this article seeks to identify student dispositions related to multicultural education at an initial stage--that is, student dispositions before they have had college coursework in the education core and, specifically, before the sole multicultural education course. The effort sought to ascertain student dispositions related to multicultural education developed largely through their personal experiences and exposure within the K-12 educational setting. This article is a descriptive study of the entry level undergraduate education students' dispositions to multicultural education. (Contains 3 tables.)
Reflect on Your History: An Early Childhood Education Teacher Examines Her Biases
Author: Lee, Seungyoun
Date: 2010-00-00
Type: Journal Articles
Subjects: Multicultural Education,Early Childhood Education,Teaching Methods,Beliefs,Teacher Attitudes,Cultural Differences,Social Attitudes,Social Bias,Reflective Teaching,Transformative Learning,Interviews,Phenomenology,Teaching Experience,Educational Practices

Diversity does not simply mean differences of race or ethnicity but includes the cultural experiences that children bring to school, including language, beliefs, values, norms, family configuration, socioeconomic status, gender, special needs, home and community backgrounds, and learning styles. Yet while the population of children in schools is becoming more diverse, the demographics of teachers continue to be less diverse, maintaining the prototypes of White, middle class, and female with sociocultural beliefs, expectations, and experiences that differ markedly from the diversity of children in their classrooms. Considering that teachers teach children on the basis of the teachers' beliefs and interpretive frameworks, there is an urgent need for teachers to reflect on multicultural education and to confront their biases and prejudices. Teachers have to reflect on what beliefs and values they have, what personal experiences have figured into their views about themselves, others, and the world, what kind of attitudes, biases, and prejudices they hold about diversity and culture, and the nature of their relationships with others. Since teachers' personal and professional beliefs, values, and knowledge are closely connected to their practice regarding diversity and multicultural education, this study provides the opportunity for an early childhood teacher to critically analyze and reflect on her understanding about the beliefs and teaching on diversity and multicultural education. This study is geared to provide this early childhood teacher with a chance to confront her personal beliefs and biases on diversity issues by reflecting on her multicultural experiences throughout her life. In order to better understand early childhood teachers' multicultural preparation, this study addresses the question: "How does an early childhood teacher's cultural beliefs, knowledge, and attitudes effect her teaching practice?" In this article, the author discusses the research findings.
"They Don't Want to Get It!" Interaction between Minority and White Pre-Service Teachers in a Multicultural Education Class
Author: Amos, Yukari Takimoto
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Preservice Teacher Education,Education Courses,Multicultural Education,Teacher Education Programs,Cultural Differences,Minority Groups,Depression (Psychology),White Students,Fear,Power Structure,Interaction

Students in public schools nationwide are becoming more diverse. By 2020, students of color will account for 50% of the school population, while teachers will likely remain predominantly White and female. The cultural gap between students and teachers will continue to present numerous obstacles for students of color to succeed at school. As a result, teacher education programs have been requiring pre-service teachers to take a multicultural education class so that they are prepared to teach diverse students. Yet, it has been consistently documented that White pre-service teachers demonstrate resistance to these multicultural education courses. In contrast, research shows that pre-service students of color "bring a commitment to multicultural teaching, social justice, and providing children of color with an academically challenging curriculum." Despite minority pre-service teachers' strong commitment to creating more just schools and helping children of color academically, their experience in teacher education programs is not necessarily satisfactory. Several studies have focused on the silencing process in teacher education programs in general, yet, little is known about what minority pre-service teachers actually experience in a multicultural education class in particular. Since interaction is a two-way communication, it is important to analyze how White students' ways of communication is received, reacted, and responded to by minority students and vice versa. This study investigates what kind of interaction takes place between minority and White pre-service teachers in a multicultural education class and how this interaction impacts minority pre-service teachers' participation in class. During the data collection, three important themes emerged: (1) frustration; (2) despair; and (3) fear. This study indicates that the minority students had difficulty positioning themselves among the overwhelming silencing power of Whiteness in a multicultural education class. The participants had a lot to say about the topics discussed in class, but were dominated by their White peers, lost hope witnessing the White peers' naivete, and were fearful of retaliation and ostracism. All of these factors contributed to their silence. (Contains 1 note.
Deconstructing Academic Writing: Continuing a Conversation on Christian Privilege
Author: Nelson, Jason Eric
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Usage,Multicultural Education,Religious Cultural Groups,Christianity,Organizational Development,Public Education,Academic Discourse,Advantaged,Religious Factors,Case Studies,Work Environment,Power Structure,Writing (Composition)

This article aims to clarify where and how Christian privilege occurs, what its effects are, and how to overturn it. The study of Christian privilege and how it impacts public education on an institutional and pedagogical level is important work and an essential building block in dismantling religious oppression (both of and by religious groups). Three articles from previous issues of "Multicultural Education" are discussed in this article: (1) Clark, C. (2003). "Diversity issues in higher education: A case study of multicultural organizational development through the lens of religion, spirituality, faith, and secular inclusion"; (2) Clark, C., & Brimhall-Vargas, M. (2003). "Diversity initiatives in higher education: Secular aspects and international implications of Christian privilege"; and (3) Clark, C., Brimhall-Vargas, M., Schlosser, L., & Alimo, C. (2002). "It's not just "Secret Santa" in December: Addressing educational and workplace climate issues linked to Christian privilege." The author examines these articles in an effort to demonstrate how the use of language, presentation of ideas, application of core principles, and gaps in knowledge of the subject being studied can impair the effectiveness and power of the argument presented, as well as conveying bias or negative subtext even while striving toward a robust and nuanced understanding of power, privilege, and identity. (Contains 11 notes.)
Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature
Author: Szecsi, Tunde
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Preservice Teacher Education,Teacher Education Programs,Transformative Learning,Literature Reviews,Concept Mapping,Attitude Change,Student Teacher Attitudes,Social Attitudes,Pretests Posttests,Cultural Literacy,Knowledge Base for Teaching,Student Journals,Content Analysis,Ethnic Diversity

A major goal of most teacher education programs is the development of teachers who are sensitive supporters of all students, embrace diversity, and plan and implement inclusive and culturally responsive instruction. Student populations, even within teacher education programs, are not always endowed with the desired attitudes and wisdom that allow them to embrace such diversity; thus they need guidance from the teacher education faculty. It is also clear, with growing numbers of K-12 students from varying countries and cultures, that the ethnicity and cultural backgrounds of the teacher population is not in itself representative of the diversity in schools. It is with great interest that educators, parents, and politicians seek ways to transform the status quo in education, leading to greater academic achievement, more proactive attitudes of acceptance, social justice, and equitable opportunities for all students. In this article, the authors explore concepts of transformation and share the results of an attitude-changing experience of a group of teacher candidates. Concepts relevant to transformative learning include functions of self-inspection, facing dilemmas that produce lasting impressions, recognizing voids and holes in personal attitudes and understandings, often called landscapes, and reflecting on behaviors and practices. The teacher candidates described in this article were engaged primarily with multicultural literature--this involved readings, discussion, and reflection. After reading assigned picture books, young adult novels, and then dramatic, often highly charged adult literature from countries and cultures not previously known by the readers, these teacher candidates shared their reflections and their insights about the changes that they experienced. Analyses of these experiences and reflections are the basis for the conclusions in this article. (Contains 1 table.)
Designing a Case Study from the Popular Culture Text "Boston Public"
Author: Trier, James
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Teachers,Methods Courses,Teacher Education Curriculum,Popular Culture,Masters Degrees,Case Studies,Teaching Methods,Preservice Teachers,Teacher Educators

In this article, the author begins with a selective review of the case study literature that reveals that most case studies are based on "real," "actual," and "true" experiences. Next, he describes a case study that he designed from a fictional source--i.e., from an episode of the television series "Boston Public." Then, he explains what happened when he incorporated this case study into his teaching of a methods course for secondary English preservice teachers in a Master of Arts in Teaching (MAT) program. Specifically, he discusses the preservice teachers' dialogue about the case study in terms of these two generally acknowledged claims (in the case study literature) about the productive potential of having student teachers interpret cases: (1) that the experience can become a communal, collaborative, dialogic one; and (2) that case studies can provide preservice teachers with the valuable opportunity to vicariously experience a situation they are likely to encounter later on in their teaching. This article shows that case studies based on fictional materials can have the same powerful effects on students as do case studies based on "real" (i.e., non-fictionalized) events. Finally, the author suggests other fictional sources for readers to consider if they wish to design case studies for their own teaching practices. (Contains 3 notes.)
The Oversexualization of Young Adolescent Girls: Implications for Middle Grades Educators
Author: Curry, Jennifer R.
Date: 2010-09-00
Type: Journal Articles
Subjects: Popular Culture,Females,Early Adolescents,Mass Media,Sex Stereotypes,Mass Media Effects,Controversial Issues (Course Content),Stakeholders,Social Behavior,Social Influences,School Role,Adolescent Attitudes,Adolescent Development,Developmentally Appropriate Practices,Middle School Students

This article was meant to familiarize readers with ways in which the media and popular culture sexualize and stereotype girls and women and to raise awareness about the extent to which girls in the middle graders may be impacted by the sexualized media content they view. By framing the problem and its consequences through self-objectification theory, the authors demonstrated how girls internalize sexualized messages and experience related developmental harms. Finally, they offered strategies to assist middle grades faculty and other stakeholders as they work to counter the damaging trend toward the sexualization of young adolescent girls. Young adolescent girls have more opportunities today than ever before in history, but it is important that their self-worth and dignity not be compromised by the current cultural context. School personnel can play a critical role in this process by giving students frequent opportunities to reflect on what their values are and who they want to be, without the influence of dominant culture stereotypes that tend to limit their options. By gaining awareness and opening discussion with all middle grades stakeholders to help them understand these trends and stereotypes, the authors can give today's young adolescents greater opportunities for optimal growth and development.
Cheating Themselves out of an Education: Assignments That Promote Higher-Order Thinking and Honesty in the Middle Grades
Author: Zito, Nicole
Date: 2010-11-00
Type: Journal Articles
Subjects: Assignments,Middle Schools,Student Behavior,Grades (Scholastic),Educational Opportunities,Thinking Skills,Ethics,Middle School Students,Middle School Teachers,Goal Orientation,Classroom Environment,Performance,Mastery Learning,Observation,Interviews,Focus Groups

Given that students cheat so infrequently in elementary school and yet by high school cheat so routinely, the question arises, "What happens to students during the middle school years?" The conditions that lead to such drastic change in student behavior may be tied to a number of environmental factors evident as students advance to higher grades--more challenging course material, a greater emphasis on grades, and, at least for the students in this study, the higher stakes associated with gaining access to further educational opportunities. To better understand how this shift occurs and the learning conditions that seem to promote an honest effort by students to truly master coursework, the authors designed a study to explore the meaning students assigned to the work they did in school and, accordingly, how they approached that work. In addition, they considered how faculty conceptualized course assignments that promoted both subject mastery and student honesty. (Contains 2 figures.)
Listening Carefully to the Narratives of Young Adolescent Youth of Color
Author: Lachuk, Amy S. Johnson
Date: 2011-01-00
Type: Journal Articles
Subjects: Middle Schools,Early Adolescents,Minority Group Children,Personal Narratives,Cultural Pluralism,Educational Environment,Student Development,Family School Relationship,Family Role,Middle School Teachers,Inquiry,Classroom Environment,Well Being,Interviews,Biographies

Culture and community are considered key aspects of effective middle level education. Effective schools for young adolescents are inviting, inclusive, and supportive; are staffed with adults who support youths' academic and personal development; and affirm the important role that families play in educating youth. In this article, the authors suggest that middle level educators use the tools of research--specifically, narrative inquiry--to better understand the lives of the young adolescents they teach and to develop more supportive classroom communities and cultures. Such inquiry can enrich and deepen teachers' complex understandings of adolescent students' lives, enhance adolescent students' affiliation with school, and develop relationships between middle level teachers and their students. In this article, the authors ask: How can middle level teachers draw on tools of narrative inquiry to better understand and support their students' academic achievement, school affiliation, and general well-being? They illustrate the value of narrative inquiry through the stories of three adolescent students, gathered through life history interviews.
Inquiry-Oriented Mentoring in the Professional Development School: Two Illustrations
Author: Yendol-Hoppey, Diane
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Mentors,Professional Development,Inquiry,Cooperation,Partnerships in Education,Internship Programs,College School Cooperation,High Stakes Tests,Academic Achievement,Preservice Teachers,Teacher Education

This article introduces the process of inquiry-oriented mentoring as an appropriate tool for developing the knowledge, skills, and abilities of mentors who work with prospective teachers within the professional development school. The process shows promise as a tool for capturing the knowledge of what constitutes powerful mentoring practices, by drawing on the systematic study of mentors engaged in studying their own work. Drawing on the tenants of teacher inquiry, this article offers two illustrations of what inquiry-oriented mentoring looks like, and it discusses how inquiry-oriented mentoring might contribute to deepening the mentoring knowledge base.
Is Authentic Cross-Cultural Collaboration Possible between Universities and Public Schools within a Professional Development School Model? Perceptions from the Field
Author: Parkinson, Debra D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Public Schools,Professional Development Schools,Mentors,Cooperation,Data Analysis,Professional Development,Teacher Educators,College School Cooperation,Partnerships in Education,Higher Education,School Districts,Interviews,College Faculty,Models,Student Teachers,Student Teaching

In 2003, a state in the Rocky Mountain region combined the concept of partner schools (Goodlad, 1993) and the model of a professional development school (Holmes Group, 1986, 1995) to develop four university public school partnerships. This study asked two guiding questions: Is authentic cross-cultural collaboration possible between a university and public school districts? What are the university faculty's and mentor teachers' perceptions of this work? Interviews were conducted regarding participants' perceptions of university faculty's roles in the partnerships, as well as the challenges in and results of working in a professional development school. An interorganizational relationship framework adapted from Rice (2002) was used in data analysis to frame the results. The findings have implications for teacher educators and for their public school counterparts. These findings illuminate how critical it is to spend time preparing for, and providing ongoing support of, this collaboration.
Professional Learning Communities in Partnership: A 3-Year Journey of Action and Advocacy to Bridge the Achievement Gap
Author: Hoffman, Patricia
Date: 2009-00-00
Type: Journal Articles
Subjects: Strategic Planning,Professional Development Schools,School Readiness,Academic Achievement,Educational Practices,Participatory Research,Focus Groups,Surveys,Achievement Gap,Networks,Leadership,Early Childhood Education,English (Second Language),Second Language Learning,Advocacy,School Community Relationship,Communities of Practice,Partnerships in Education,College School Cooperation,Teacher Education Programs,Program Development,Program Descriptions,Program Administration,Program Effectiveness,Program Implementation,Questionnaires

This article details a strategic planning model and concurrent 3-year research study focusing on the benefits of preK-16 professional development school learning communities for the participating preK-16 educational leaders in a midwestern school-university partnership network. Results of the study, along with the strategic plan's success at achieving identified outcomes on a fixed timeline, indicate that participating educational leaders developed deeper understanding of issues relating to early-childhood school readiness, English-language learners, and family-school-community partnerships; they transformed educational practices; they built leadership capacity within individual organizations to facilitate change; and they developed and implemented action plans for advocacy. (Contains 5 tables.)