The challenges facing educators working with poor, urban, diverse, and special need populations are explored through the research projects described in this yearbook. The solutions and implications for improving teaching and learning in these environments are of immense value.
The challenges facing educators working with poor, urban, diverse, and special need populations are explored through the research projects described in this yearbook. The solutions and implications for improving teaching and learning in these environments are of immense value.
Julie Rainer Dangel is an associate professor in early childhood education at Georgia State University and currently coordinates the Educational Specialist Program. Her research interests include teacher development and constructivist theory. Edith M. Guyton is professor and chair of the early childhood department at Georgia State University and an editor of the Association of Teacher Educators Yearbook of Research on Teacher Education. Her most recent articles, published in various teacher education journals, have focused on constructivist teacher education. University-based teacher induction programs also have been an area of development and research.
Inhaltsangabe
Chapter 1 Foreword Chapter 2 Introduction Part 3 Division 1: Preparing Educators to Work with All Children Chapter 4 Overview and Framework Chapter 5 1. Conscious and Unconscious Multicultural Practices of New Teachers: Rethinking Teacher Education as a Reflective Circle Chapter 6 2. Now I See: Understanding Culturally Diverse Perpectives Chapter 7 3. Developing Pre-Service Teacher-Researchers to Meet the Needs of Individual Children Chapter 8 Summary and Implications Part 9 Division 2: Preparing Educators for Work in Urban Schools Chapter 10 Overview and Framework Chapter 11 4. Educating Teachers Who Can Meet the Needs of Children Who Live in Poverty Chapter 12 5. The ACT Program: Redesigning Teacher Education to Meet Urban Needs and Teacher Shortages Chapter 13 Summary Part 14 Division 3: Educators Working in Culturally Diverse Schools Chapter 15 6. Educators Working in Culturally Diverse Schools: Linking Colleges of Education and Partnerships Schools Chapter 16 7. Cooperating Teachers: The Challenges of Teaching and Mentoring in Meeting the Needs of English Language Learners Chapter 17 8. Successful Reading Achievement in "Beat the Odds" Schools Chapter 18 9. Beyond Practice: Follow-Up of a Collaborative Urban Teaching Experience Chapter 19 10. Continuing the Dialogue on Teachers for and Teachers in Culturally Diverse Schools
Chapter 1 Foreword Chapter 2 Introduction Part 3 Division 1: Preparing Educators to Work with All Children Chapter 4 Overview and Framework Chapter 5 1. Conscious and Unconscious Multicultural Practices of New Teachers: Rethinking Teacher Education as a Reflective Circle Chapter 6 2. Now I See: Understanding Culturally Diverse Perpectives Chapter 7 3. Developing Pre-Service Teacher-Researchers to Meet the Needs of Individual Children Chapter 8 Summary and Implications Part 9 Division 2: Preparing Educators for Work in Urban Schools Chapter 10 Overview and Framework Chapter 11 4. Educating Teachers Who Can Meet the Needs of Children Who Live in Poverty Chapter 12 5. The ACT Program: Redesigning Teacher Education to Meet Urban Needs and Teacher Shortages Chapter 13 Summary Part 14 Division 3: Educators Working in Culturally Diverse Schools Chapter 15 6. Educators Working in Culturally Diverse Schools: Linking Colleges of Education and Partnerships Schools Chapter 16 7. Cooperating Teachers: The Challenges of Teaching and Mentoring in Meeting the Needs of English Language Learners Chapter 17 8. Successful Reading Achievement in "Beat the Odds" Schools Chapter 18 9. Beyond Practice: Follow-Up of a Collaborative Urban Teaching Experience Chapter 19 10. Continuing the Dialogue on Teachers for and Teachers in Culturally Diverse Schools
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