ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Teacher Education Programs in Creating Culturally Competent Teachers: A Moral Imperative for Ensuring the Academic Success of Diverse Student Populations
Author: Taylor, Roben W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Effectiveness,Teacher Education Programs,Federal Legislation,Culturally Relevant Education,Academic Achievement,Teacher Educators,Student Diversity,Teacher Characteristics,Multicultural Education,Teaching Methods,Educational Practices,Institutional Role

While it is clear that culturally and linguistically diverse students have the greatest need for quality instructional programs, many researchers argue that they are less likely to be taught with the most effective evidence-based instruction. Banks (2002) contends that the challenges facing educators in meeting the needs of multicultural students (multicultural refers to culturally and linguistically diverse students, including those with and at risk for disabilities, as well as socioeconomically disadvantaged students) is of highest importance. If the vision of the No Child Left Behind Act (NCLB) is to be realized in the face of changing student demographics, then teacher education programs (TEPs) must embrace and instill in preservice teachers the concept of a culturally responsive pedagogy. Richards, Brown, and Forde (2007) state that a culturally responsive pedagogy facilitates and supports the achievement of all students. In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student development. In this article, the author calls for the need for more culturally competent teachers embracing a culturally responsive pedagogy. This article serves as a beginning point for the self-reflection that must occur within every teacher educator and as a basis for continuing discussions among university faculty as they begin or continue the process of redesigning their programs to be more inclusive of culturally responsive pedagogy. (Contains 1 figure and 1 table.)
Why Teach? Ethnic Minority College Students' Views on Teaching
Author: Ramirez, A. Y.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Teaching (Occupation),Student Attitudes,Hispanic Americans,Minority Group Teachers,Minority Groups,High School Students,Career Choice,Ethnic Groups,Interviews,Student Recruitment

An investigation of the number of ethnic minority teachers was undertaken due to the increased awareness at one Hispanic Serving Institution (HSI) in Southern California where there were low numbers of minorities entering the teacher credential programs. When approached about the low numbers of ethnic minority students in the teacher preparation program, university administrators agreed with and voiced the need to increase the numbers of ethnic minorities, yet no programs were in place to do so, and there was no mention of future university programs being considered. Therefore, two studies were conducted to measure high school and college students' attitudes toward the teaching profession. This second study records the findings of college students' attitudes toward teaching. The first study done to determine high school students' lack of interest in teaching found that it was due primarily to negative information generated from teachers and counselors about a career in teaching. In contrast, the responses from the college students recorded in this study were more analytical and based on each individual's research into the field. (Contains 1 table.)
Hmong Teachers: Life Experiences and Teaching Perspectives
Author: Lor, Pao
Date: 2010-00-00
Type: Journal Articles
Subjects: Hmong People,Asian Americans,Minority Group Teachers,Experience,Teaching Methods,Teacher Characteristics,Educational Experience,Academic Achievement,Teaching Experience

There have been many areas researched relating to minority teachers and their teaching experience. For example, minority teacher recruitment, the status of minority teachers, the impact minority teachers have on student achievement, and how standardized testing impacts pre-service minority teacher retention and attrition have been studied. Alternative certification processes for minority teachers have also been examined. Additionally, life experiences of minority teachers and how their life experiences can impact student achievement and school climate have been considered as well. One of the emerging groups of ethnic minority teachers within the broader Asian and Pacific Islander category that has not been thoroughly looked at is the Hmong. In the last three decades, the number of Hmong teachers in the United States has steadily increased. An excellent example that reflects this change is the number of Hmong teachers currently practicing in the state of Wisconsin. This exploratory study looks at the life experiences and teaching practices of five Hmong teachers practicing in Wisconsin. (Contains 2 tables.)
Reproducing and Interrupting Subtractive Schooling in Teacher Education
Author: Gainer, Jesse S.
Date: 2010-00-00
Type: Information Analyses
Subjects: Preservice Teacher Education,Preservice Teachers,Student Attitudes,White Students,Middle Class,Monolingualism,Cultural Differences,Multicultural Education,Student Diversity,Language Minorities,English (Second Language)

In this article, the authors describe qualitative research conducted in the large and diverse states of California and Texas that examine the beliefs and experiences of preservice teachers in relation to issues of cultural and linguistic diversity and education. In this research, the authors found that even within teacher preparation programs, which are designed to reproduce the status quo, there are small spaces that can interrupt the mainstream. The authors present four narrative examples to illustrate the complex ways in which White monolingual education students interacted with the diversity issues that arose during their teacher preparation programs. Although the structures of the teacher education programs and the mindsets of most students seemed to downplay the importance of diversity pedagogy, evidence showed small ways in which teacher candidates seemed to accommodate multicultural frameworks into their everyday practice. The authors share some examples to highlight what they mean by &quot;interruptions.&quot; They contend that such interruptions of the reproduction of status quo school inequities and subtractive schooling offer potentially powerful springboards for teacher educators working with populations of largely White, monolingual, middle-class preservice teachers.
A Mindfulness to Transcend Pre-Service Lip-Service: A Call for K-12 Schools to Invest in Social Justice Education
Author: Murray, Olivia
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Inclusive Schools,Teacher Education Programs,Elementary Secondary Education,Democracy,Educational Change,Equal Education,Cultural Pluralism,Criticism

In her book, "Other People's Children," Lisa Delpit (1995) criticizes the deficits of teacher education programs that avoid and repress the multicultural voices found in American classrooms today. This author supports Delpit's argument to reform teacher preparation programs, but for the purpose of this article she will explore the responsibility of individual schools that presently ignore and deny the multicultural facets of a typically diverse classroom. In doing so, the author plans to expose three main features of promoting social justice that she suggests individual schools be held accountable for in order to move toward the full inclusion of all learners and foster a democratic learning environment of informed and respectful young citizens. This three-fold approach includes an on-going dialogue among staff that helps see beyond one's own perspective, creating a school-wide team that is committed to educating others about relevant issues of equity and social justice, and fostering an intimate relationship with the school community.
Critical Race Talk in Teacher Education through Movie Analysis: From "Stand and Deliver" to "Freedom Writers"
Author: Pimentel, Charise
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Education,Race,Teacher Education Programs,Freedom,Discourse Analysis,White Students,Teacher Educators,Critical Theory,Teaching Methods,Films,Racial Bias,Power Structure,Multicultural Education,Graduate Study,Research Papers (Students)

In an attempt to enact equitable practices in U.S. public schools, many critical multicultural and anti-racist theorists, researchers, and practitioners strongly suggest that teacher educators move beyond diversity approaches to multicultural education in their teacher preparation programs to address the more uncomfortable issues of power and equity--namely, racism. Teacher educators commonly find that race talk, especially with their White students, leads to a host of dysfunctional classroom dynamics that may actually perpetuate the racial logic teacher educators, and even teacher education students, would hope to disrupt. This article seeks to provide a rationale for some of the dysfunctional aspects of race talk in teacher education programs and offers an alternative framework for engaging students in critical race talk. As a way to demonstrate how teacher education students in a graduate multicultural course critically examined race through a discursive framework of racism, this article includes excerpts from students' papers wherein they apply critical discourse analysis (CDA) to examine how discursive racism is produced through films, including "Stand and Deliver" and "Freedom Writers."
Weaving Teacher Education into the Fabric of Urban Schools and Communities
Author: Noel, Jana
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Urban Schools,Teacher Education Programs,Trust (Psychology),Low Income,Service Learning,Urban Areas,Culturally Relevant Education,Consciousness Raising,Low Income Groups,Disadvantaged Schools,Student Diversity,Educational Change,Cultural Influences,Social Influences,Teacher Attitudes,Parent Attitudes,Administrator Attitudes

A number of socially transformative implications of connecting teacher education with urban schools and communities have been documented, including: (1) building trust with local communities; (2) creating a greater commitment to community through service learning; (3) preparing culturally responsive future teachers who are more effective when working with community members to support classroom learning; (4) increasing the number of pre-service teachers who choose to teach in an urban low income or diverse school and are more likely to continue teaching in an urban school; (5) participating in community organizing; and (6) transforming the educational system. Despite the successes of connecting urban teacher education with school and community, these efforts have also been criticized for having a university-led focus. There is often an inequality of roles, with university programs and faculty setting the tone for interactions. Even when there are multi-leveled groups that involve university, schools, community members, and community groups and agencies in the discussions, it is often the university that provides the impetus and expertise to initiate change, not the community's own authentic efforts at change. To be a more meaningful part of the commitment to the development of teachers who are more authentically connected to community, teacher education programs must respond by transforming their focus and strategies to work more intimately with their urban communities and community-based organizations. In so doing, urban teacher education can move toward a more democratic form of education with input from all involved. This article presents one such urban teacher education program, framed by theories of community strengths, presence, trust, and critical identity theory. (Contains 1 table.)
Preparing Urban Teachers as Public Professionals through a University-Community Partnership
Author: Onore, Cynthia
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Community Development,Urban Schools,Urban Teaching,Teacher Education Programs,Service Learning,Urban Youth,Urban Education,Partnerships in Education,Community Organizations,School Community Programs,Program Descriptions,Youth Opportunities,Relevance (Education)

Despite progress in urban teacher preparation over the past 40 years, concerns still remain about transforming programs and practices in order to affect teachers' capacities to work with culturally diverse communities. These concerns include time in course curricula for discussion and reflection on field-based work, adequate supervision in fieldwork sites, time for maintaining contact between universities and field sites, and the limitations of the "one shot deal." Additionally, multicultural service learning and community-based learning have had mixed results as some participants' negative beliefs about urban children and communities emerge as intractable, and program experiences have unwittingly reinforced rather than transformed those attitudes. A promising direction for meeting these challenges may be derived from Robert Yinger's (2005) call to reconceptualize teaching as a "public profession." To do so requires a thorough-going reexamination of the role of schools in society and a renegotiation of the social contract. In this article, the authors will describe the beginning phases of a new partnership for urban teacher preparation between a university teacher education program and a non-profit, youth and community development organization that is exploring how to prepare new urban teachers to be public professionals.
Becoming a Professional Educator in an Urban School-University Partnership: A Case Study Analysis of Preservice Teacher Learning
Author: Stairs, Andrea J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Urban Schools,Urban Teaching,College School Cooperation,Case Studies,Knowledge Base for Teaching,Pedagogical Content Knowledge,Partnerships in Education,Field Experience Programs,Secondary School Curriculum,Immersion Programs,Teacher Surveys,Portfolio Assessment

A primary purpose of teacher education is to prepare and induct candidates into the teaching profession. What does it mean to be a professional educator? Is deep content knowledge really enough as the federal government and others suggest? Does professionalism look different in urban contexts? How do teachers learn to navigate the multiple opportunities and challenges they are faced with day-by-day, hour-by-hour, minute-by-minute in today's high-stakes accountability climate? What happens when teachers do not learn how to successfully navigate the realities? This article examines notions of professionalism and how one preservice teacher learned to become a professional educator in the context of an urban school-university partnership. In this article, the concept of professionalism is considered from multiple perspectives, including from the perspective of scholars who contend a specialized knowledge base is necessary for successful urban teaching and that school-university and professional development school partnerships may provide contexts for developing this knowledge base. Then, a collective case study is described and one typical case from the study illuminates the possibilities and challenges of becoming a professional educator in an urban school-university partnership.
Learning through Partnership: Four Narratives
Author: Morgan-Fleming, Barbara
Date: 2010-00-00
Type: Journal Articles
Subjects: Field Trips,Undergraduate Students,Graduate Students,Economically Disadvantaged,Personal Narratives,College Faculty,Elementary School Teachers,Partnerships in Education,College School Cooperation,Methods Courses,Tutoring,Minority Group Children,Disadvantaged Youth,High Achievement,Teacher Education Programs

The partnership between Best Elementary School and Texas Tech University's College of Education has been in place over 15 years. During this time field based methods classes have been taught at Best, graduate and undergraduate students have been involved in tutoring programs, and activities such as field trips have been conducted in partnership between the two institutions. Best Elementary is a Title 1 school with a student population that is primarily minority (77.8% African American, 18.4% Hispanic) and economically disadvantaged (86.2%). It is also high achieving, receiving an Exemplary rating, the highest possible academic ranking for a school in the state of Texas. In this article, the authors explore the partnership with multiple narratives: two professors, one graduate student, and one first grade teacher. They also draw on previous publications in which Best students through their writing communicate with Tech students and other future teachers. (Contains 4 notes.)
Reciprocity through Co-Instructed Site-Based Courses: Perceived Benefit and Challenge Overlap in an Urban School-University Partnership
Author: Jeffery, Jill V.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Urban Schools,Theory Practice Relationship,College School Cooperation,Interviews,Partnerships in Education,Teacher Surveys,Observation,Administrator Attitudes,Teacher Attitudes,Stakeholders,Barriers,Program Effectiveness,Professional Development Schools,Teaching Models,Urban Teaching

Educational reformers have argued that universities and the schools they serve must work as partners in teacher education so as to tighten linkages between theory and practice. Such partnerships ultimately aim to achieve "simultaneous renewal" wherein each institution participates equitably in a "mutually beneficial relationship." However, because partnerships are commonly initiated and evaluated by universities rather than schools, research on the effectiveness of these efforts in meeting partnership goals has typically focused on benefits to university students rather than to the host schools. Partnership models assume that schools benefit, if indirectly, because partnership-based programs will produce teachers whose preparation is more closely aligned with schools' needs. But do school personnel perceive these and other benefits? And if so, do they perceive such benefits as a fair trade for the challenging work that is required for genuine institutional collaboration? Voices of school staff are largely silent in this regard. To address this research gap, the authors attempt to gain greater insight into an under-examined perspective by conducting observations, surveying teachers, and interviewing the principal at one urban high school about their experiences collaborating with a university. The larger context of this study is a partnership that joins a university with secondary city schools in the goal of preparing aspiring teachers who will thrive in urban classrooms. Recently, the university began locating teacher education courses on neighboring middle and high school campuses so that pre-service teachers might benefit from immediate and direct contact with life in urban schools, with the further expectation that this effect would be enhanced when the courses were co-instructed by host schoolteachers and university professors. This partnership model assumes that host schools will develop capacity alongside the aspiring teachers enrolled in site-based university courses, yet there has been little examination of benefits host schools derive from such collaborations or how a site-based co-instruction model might facilitate such benefits. This study addresses two questions: (1) What collaborative processes, benefits, and challenges are perceived by school stakeholders as being associated with a site-based co-instruction partnership model?; and (2) What do these findings suggest about relationships among process, context, and perceived outcomes in the site-based co-instruction model? (Contains 3 notes.)
Pre-Service Teacher Pathways to Urban Teaching: A Partnership Model for Nurturing Community-Based Urban Teacher Preparation
Author: Lee, Robert E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Urban Schools,Urban Teaching,Field Experience Programs,Cultural Pluralism,Urban Education,Curriculum Enrichment,Attitude Change,Student Teacher Attitudes,Ethnic Diversity,Teacher Surveys,Pretests Posttests,Models,Partnerships in Education

This article presents findings from the second year of one large university's grant-supported work to infuse teacher education courses with new contents, guided discourse, and diverse field experiences related to urban teacher preparation (UTP). The findings are based on data from attitudinal surveys completed at the beginning and end of each semester by students enrolled in the redesigned courses. Survey results indicated that students' intentions to teach in an urban setting increased during the semester in which they participated in a redesigned UTP course. Furthermore, respondents' intentions to teach in an urban setting correlated positively with their urban education perceptions, attitudes toward multiculturalism, and exposure to such a setting. Finally, students who participated in an urban field experience as part of the redesigned course indicated more positive growth on all measures than did non-participating classmates. Implications of these initial findings for teacher education programming and future research are discussed. The authors conclude that, in addition to continuing the quantitative approach reported in this article, efforts to redesign courses taken by teacher education students should continue at the host institution and be replicated elsewhere, become even more theoretically informed and practically situated, and be studied qualitatively and longitudinally. (Contains 2 tables.)