Alternative Approaches to Educating for Diversity: The Madonna University Model.

Autor/inn/en	Checkoway, Marjorie; und weitere
Titel	Alternative Approaches to Educating for Diversity: The Madonna University Model.
Quelle	(1996), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; College School Cooperation; Elementary School Teachers; Elementary Secondary Education; Faculty Development; Higher Education; Humanistic Education; Humanities Instruction; Inservice Teacher Education; Liberal Arts; Partnerships in Education; Preservice Teacher Education; Secondary School Teachers; Teacher Education Curriculum; Teacher Educators; Teacher Improvement + Suchen Sie Ihr Suchwort? Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanistische Bildung; Geisteswissenschaftlicher Unterricht; Lehrerfortbildung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung
Abstract	This paper reports on the results of two projects developed at Madonna University (Michigan) in response to a need to forge a link between humanities educators and teacher preparation faculty and between the University and K-12 educators in the surrounding community. The primary vehicle for achieving these goals was reading and discussing humanities texts, using themes that emerged from the texts as a basis for developing a discourse community. The project identified two critical steps in moving toward a more integrated vision of teacher preparation: (1) faculty professional development activities aimed at creating an interdisciplinary learning community focused on integrating the humanities and teacher preparation; and (2) course development to forge formal curricular linkages between key humanities general education courses and required courses in the teacher preparation program. Initially, faculty colloquia developed an intellectual discourse community on campus that met once every 6 weeks; two summer workshops were also held. In addition, two new courses were developed in the Department of English and Communication under the aegis of the project. Over the 2-year project period, focus shifted from faculty development within the university to a more community-oriented, K-12 approach, with the Madonna humanities professors and K-12 teachers working as a team for a year, visiting one another's classrooms and working on curricular units. Teams have reported that the pedagogical insights and exchange of ideas have been extremely enriching. (NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC