The National SEED Project on Inclusive Curriculum: Developing Teachers as Sources of Systemic Inquiry and Transformation (original) (raw)
Related papers
Preparing teachers for diversity
2008
He has been training psychologists and teachers since 1992 as coordinator of the MPsy (Educational Area) course, the M.Ed in Inclusion and Individual Educational Needs, and M.Ed in Responding to Student Diversity. He has promoted inclusive education as a School Psychologist, as consultant to the EDEN Foundation for children with disability particularly with autism since 1992, and Coordinator of the National Curriculum Focus Group for Inclusive Education in 2001-03. He is cofounder of the Programme for Culturally Responsive Education within the Faculty of Education. He has published widely on inclusive education and has recently coordinated a 7-country Comenius 2.1 project (2004-07) that produced training materials for preparing teachers to respond to student diversity (see www.dtmp.org
Development and Implementation of a Program of Study to Prepare Teachers for Diversity
Equity & Excellence in Education, 1997
In the spring of 1995 Northern Arizona University initiated a pilot program for a new content emphasis for elementary education majors. This new emphasis, "Diversity in Educational Contexts," is designed to prepare teachers to instruct the diverse children they will encounter in their public and private classrooms. The new program addresses effective teaching of ethnic minority children, non-English speaking children, handicapped children, and gifted and talented children, and issues relating to the differential treatment afforded boys and girls in U.S. schools. The program has three components: foundation knowledge, personal interactions with diversity, and professional interactions with diversity. The evaluation of the program looked at three areas: (1) the overall perceptions of persons involved in the content emphasis; (2) suggestions for improving the program; and (3) change among student participants (by virtue of their participation in the program) in the areas of knowledge, skills, and/or dispositions. Data for the evaluation came from student journal entries, tests administered in each content emphasis class, focus group interviews, and questionnaires. The preliminary results of the evaluation suggest that students were able to transfer the knowledge and skills they learned into classroom situations, and they demonstrated the desire to know more about other cultures and people outside the context of the classroom. Faculty responses indicate that the opportunity to participate in such a diverse curriculum as well as having ongoing discussion of their experiences provided students with unique and valuable opportunities to learn and reflect about issues they will face in the classroom. (Contains 19 references.) (ND)
Empowering Teachers to Deal with Classroom Diversity
Revista Romaneasca pentru Educatie Multidimensionala
In the age of globalization, teachers need to have special skills to deal with classroom diversity represented by the different cultural, socioeconomic backgrounds of students in a class. Studies have shown the need to train teachers with respect to several dimensions related to dealing with diversity in class: respect for cultural differences and diversity, confidence in interactions with students from different cultural backgrounds, manifesting interest in interactive contexts. This paper briefly presents an educational intervention program focused on empowering teachers to deal with classroom diversity and results obtained following its implementation at undergraduate students preparing for a teaching career, attending the Pedagogy of primary and preschool education BA study programme at
1995
In the spring of 1995 Northern Arizona University initiated a pilot program for a new content emphasis for elementary education majors. This new emphasis, "Diversity in Educational Contexts," is designed to prepare teachers to instruct the diverse children they will encounter in their public and private classrooms. The new program addresses effective teaching of ethnic minority children, non-English speaking children, handicapped children, and gifted and talented children, and issues relating to the differential treatment afforded boys and girls in U.S. schools. The program has three components: foundation knowledge, personal interactions with diversity, and professional interactions with diversity. The evaluation of the program looked at three areas: (1) the overall perceptions of persons involved in the content emphasis; (2) suggestions for improving the program; and (3) change among student participants (by virtue of their participation in the program) in the areas of knowledge, skills, and/or dispositions. Data for the evaluation came from student journal entries, tests administered in each content emphasis class, focus group interviews, and questionnaires. The preliminary results of the evaluation suggest that students were able to transfer the knowledge and skills they learned into classroom situations, and they demonstrated the desire to know more about other cultures and people outside the context of the classroom. Faculty responses indicate that the opportunity to participate in such a diverse curriculum as well as having ongoing discussion of their experiences provided students with unique and valuable opportunities to learn and reflect about issues they will face in the classroom. (Contains 19 references.) (ND)
2017
BRIEF SESSION DESCRIPTION: Panelists (faculty and graduate students from multiple disciplines and departments) will open a conversation by offering brief reflections on their approaches to engaging diverse students, strategies for helping students to discuss challenging issues and think critically about diversity and inclusion, and ways they modify assignments or feedback to make learning more broadly accessible. Participants will then be invited to share and discuss their teaching and learning experiences with peers, and collaboratively explore new ways to address common challenges and opportunities related to identity, intersectionality, and inclusion. ________________________________________________________________ FULL ABSTRACT: Teaching and learning is made more relevant in the lives of our multi-cultural, multi-racial, multi-national community of students through the use of Testimonios in the classroom. Participants will explore several examples of the use of Testimonios as a...