25,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in 6-10 Tagen
payback
13 °P sammeln
  • Broschiertes Buch

Teacher education programs are charged with educating teachers to teach all students - preparing them to teach multiethnic, multiracial, multilingual, and differently-abled students in an increasingly global, inter-dependent world. This book takes as its starting point the assumption that pre-service teacher candidates, primarily white and middle-class, come to college to pursue a teaching degree having little if any experience of a social nature with persons not like themselves. Rooted in areas of theory and practice and based around the "Schools and Society" and "Culturally Relevant…mehr

Andere Kunden interessierten sich auch für
Produktbeschreibung
Teacher education programs are charged with educating teachers to teach all students - preparing them to teach multiethnic, multiracial, multilingual, and differently-abled students in an increasingly global, inter-dependent world. This book takes as its starting point the assumption that pre-service teacher candidates, primarily white and middle-class, come to college to pursue a teaching degree having little if any experience of a social nature with persons not like themselves. Rooted in areas of theory and practice and based around the "Schools and Society" and "Culturally Relevant Teaching" courses required by the Teacher Education Program social justice conceptual framework, "How Do We Know They Know?" is a conversation about ways to assess these pre-service teachers' growth and movement, as they progress from naiveté to awareness about the realities of culture in schools.
Autorenporträt
The Editors: R. Deborah Davis is Associate Professor in Curriculum & Instruction at the State University of New York at Oswego and serves as the Diversity Coordinator for the School of Education. She earned her M.P.A. at Syracuse University's Maxwell School of Citizenship and Public Affairs, and Ph.D. in Higher Education Administration from the School of Education, Syracuse University. Davis is also Region 2 Director on the board of the National Association of Multicultural Education. She is author of Black Students' Perceptions: The complexity of persistence to graduation at an American university (2004).
Arcenia London, Visiting Professor at SUNY Oswego, teaches courses at the undergraduate and graduate levels. She is President of the New York Chapter of the National Association for Multicultural Education. Dr. London has written various articles and presentations on the topic of staff development and teacher training, and is editor of a curriculum guide with Elizabeth Sill,

A Practical Guide to Education That Is Multicultural People Puzzle (1994).
Barbara Beyerbach is Professor at the State University of New York at Oswego in the Curriculum and Instruction Department. She also serves as a co-director of Project SMART (Student-centered, Multicultural, Active, Real-world Teaching), a teacher professional development program aimed at creating urban/rural partnerships to improve education K-16. Dr. Beyerbach is the author of numerous articles in the areas of teacher professional development, culturally relevant teaching, and professional development schools.