Enacting Diversity in Dual Certification Programs

Autor/inn/en	Pugach, Marleen C.; Blanton, Linda P.
Titel	Enacting Diversity in Dual Certification Programs
Quelle	In: Journal of Teacher Education, 63 (2012) 4, S.254-267 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487112446970
Schlagwörter	Teacher Education Programs; Disabilities; Program Descriptions; Content Analysis; Special Education; Regular and Special Education Relationship; Inclusion; Dual Enrollment; Teachers; Teacher Certification; English Language Learners; Elementary Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Inhaltsanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Doppelstudium; Lehrer; Lehrerin; Lehrende; Elementarunterricht
Abstract	This exploratory study, based on a content analysis of program descriptions, course syllabi, and related program documents, examined the curricula of three fully merged teacher education programs that were redesigned to better prepare teachers for the full range of diversity in their student populations. In these programs, graduates earn a general and special education elementary license simultaneously. Results suggest that attention to disability is more prevalent than attention to other social identity markers such as race, class, culture, or language. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10