Teaching and Learning within and across Cultures: Educator Requirements across the United States

Autor/inn/en	Morrier, Michael J.; Irving, Miles A.; Dandy, Evelyn; Dmitriyev, Grigory; Ukeje, Ikechukwu C.
Titel	Teaching and Learning within and across Cultures: Educator Requirements across the United States
Quelle	In: Multicultural Education, 14 (2007) 3, S.32-40 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Preservice Teacher Education; Educational Change; Teacher Education Programs; Teacher Certification; Preservice Teachers; Multicultural Education; Minority Groups; State Standards; Racial Differences; Low Achievement; Academic Achievement; Teacher Competencies; Teacher Qualifications; Student Diversity; United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Multikulturelle Erziehung; Ethnische Minderheit; Rassenunterschied; Unterdurchschnittliche Leistung; Schulleistung; Lehrkunst; Lehrqualifikation; USA
Abstract	Teaching multicultural education has been a consistent theme in teacher education programs across the United States (Miller, Strosnider, & Dooley, 2000), yet most institutions of higher education have struggled to incorporate standards for implementing this coursework into their certification and/or endorsement programs. Evans, Torrey, and Newton (1997) found that 82% of states require some level of multicultural or diversity training for teacher preparation programs. However, only 37% of these states have a specific requirement as part of gaining teacher certification (Miller et al., 2000). This study describes how a state-level requirement for meaningful multicultural education can be developed and implemented. Specifically, this study details how the pervasive problem of underachievement of ethnic minority groups was the catalyst for what happened in one state-wide university system. Given the current context and educational and achievement gaps of ethnic minorities, the outcomes of the educational reform presented in this article can be an effective example of how meaningful reform can happen in multicultural education for preservice teachers. This is especially important given the current environment of accountability through high stakes testing and the impact it has on the education of children. (Contains 6 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10