Leveling the Playing Field: Preparing Teachers for Equitable Instruction in Diverse, Inclusive Classrooms

Autor/inn/en	Eva, Amy L.; Walker, Bridget
Titel	Leveling the Playing Field: Preparing Teachers for Equitable Instruction in Diverse, Inclusive Classrooms
Quelle	In: AILACTE Journal, 7 (2010), S.15-32 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-9009
Schlagwörter	Educational Strategies; Student Teacher Attitudes; Course Content; Inclusion; Student Diversity; Teacher Competencies; Interdisciplinary Approach; Team Teaching; Equal Education; Teaching Methods; Student Needs; Curriculum Development; Regular and Special Education Relationship; Teacher Characteristics; Graduate Study; Masters Degrees; Surveys; Planning + Suchen Sie Ihr Suchwort? Lehrstrategie; Kursprogramm; Inklusion; Lehrkunst; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Survey; Umfrage; Befragung; Ablaufplanung; Planungsprozess
Abstract	Despite greater responsibility for creating equitable and inclusive classroom models, some research suggests that educators "may not have the necessary attitudes, dispositions, or perhaps more important, the professional skills to successfully instruct students in diverse, inclusive classrooms" (Van Laarhoven, Munk, Lynch, Bosman & Rouse, 2007, p. 440). This study specifically examines the effects of an interdisciplinary, co-taught curriculum on teacher candidates' beliefs about equitable instruction in their future K-12 classrooms, including the most effective strategies for supporting learners with special needs. This article provides readers with 1) a knowledge of several curricular changes that can be made to a foundations course to better prepare preservice educators for the challenges of differentiating curricula, and, 2) an awareness of the course content and instructional strategies teacher candidates (both general education and special education-endorsed) find most relevant in their practice. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10