Schooling multicultural teachers a guide for program assessment and professional development
The cultural identities of teachers inevitably influence the interactions they have with their students. These relationships, in turn, impact teaching and learning processes. Many low-income, racial, ethnic, and linguistic minority students are failing to receive the same quality of education as the...
| Autor principal: | |
|---|---|
| Otros Autores: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Bingley, UK :
Emerald Publishing Limited
2019.
|
| Edición: | 1st ed |
| Colección: | EBSCO Academic eBook Collection Complete.
Emerald points. |
| Acceso en línea: | Conectar con la versión electrónica |
| Ver en Universidad de Navarra: | https://innopac.unav.es/record=b44689998*spi |
Tabla de Contenidos:
- Front Cover; Schooling Multicultural Teachers; Contents; List of Figures and Tables; List of Acronyms; About the Authors; About the Contributors; Foreword; Acknowledgments; Introduction; Organization; Part I Unpacking Multicultural Education; Chapter 1 Diversity in US Public Schools Across Time; Committing to Diversity (1955-1964); Fixing Diversity (1965-1993); Ignoring Diversity (1994-2016); Rejecting Diversity (2017-present); Recommitting to Diversity; Chapter 2 Multicultural Education and Teaching Dispositions; Multicultural Education; Culturally Relevant Teaching.
- Culturally Responsive PedagogyCritical Pedagogy; Teacher Dispositions; A New Vision of Dispositions; Looking Ahead; Chapter 3 The Development of the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS); Theoretical Frameworks; Racial Identity Development; Critical Whiteness; Scale Development; Item Development; Expert Review; Quantitative and Qualitative Analyses; Cross Validation; Scale Limitations; Notes; Chapter 4 Distinctiveness of the DCRPS; Other Multicultural Education Scales; Beliefs about Diversity; Self-efficacy for Multicultural Teaching; Dispositions for Multiculturalism.
- Using the DCRPSPart II Teacher Preparation Program Evaluation; Chapter 5 The DCRPS in an Urban GYO; GYOs and Dispositions for Multicultural Education; Teach Now: A GYO Program; TN Evaluation; DCRPS Findings; Interviews; Teach Now Strengths; Recommendations; Implications for GYOs; Chapter 6 The DCRPS in an Urban Teacher Preparation Program; Preparing Urban Educators; MAT Evaluation; MAT Curriculum; Program Evaluation Data; Findings; Student Strengths; Curricular Revisions; Implications for Urban Teacher Preparation; Part III Preservice Teacher Training.
- Chapter 7 The DCRPS as a Reflective ExerciseCourse Description; Course Assignments; Promoting Multicultural Teaching Dispositions; Disposition for Social Justice; Disposition for Community; Disposition for Praxis; Next Steps in Dispositional Development; Chapter 8 The DCRPS as a Course Design Tool; Course Description; Course Assignments; Disposition for Praxis; Disposition for Community; Disposition for Social Justice; Promoting Self-reflection; Multicultural Teaching Goals; Part IV Professional Development; Chapter 9 Using the DCRPS for Professional Development in an Urban School District.
- A Case Study of the DCRPS in an Urban DistrictData Analysis; Suggested Professional Development; Implications for Urban Teacher Professional Development; Chapter 10 Using the DCRPS for Professional Development in a Rural Multi-District Cooperative; A Case Study of the DCRPS in a Rural Multi-district Region; Data Analysis; A Two-year Professional Development Series; Implications for Rural Teacher Professional Development; Conclusion; References; Index.
