Teacher Preparation [microform] : Implications of Cummins' Theoretical Framework for Analyzing Minority Students' School Failure / Johanna Nel.
The central tenet of Cummins' framework for intervention is that students from "dominated" social groups are either "empowered" or "disabled" as a direct result of their interactions with teachers. These interactions are mediated by the role definitions that educat...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1992.
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MARC
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| 099 | |f ERIC DOC # |a ED347134 | ||
| 100 | 1 | |a Nel, Johanna. | |
| 245 | 1 | 0 | |a Teacher Preparation |h [microform] : |b Implications of Cummins' Theoretical Framework for Analyzing Minority Students' School Failure / |c Johanna Nel. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1992. | ||
| 300 | |a 21 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED347134. | ||
| 520 | |a The central tenet of Cummins' framework for intervention is that students from "dominated" social groups are either "empowered" or "disabled" as a direct result of their interactions with teachers. These interactions are mediated by the role definitions that educators assume in relation to certain institutional characteristics of schools. If the viability of Cummins' theoretical framework is accepted, multicultural methodology at colleges of education has to be reconsidered. Guided by Cummins' model and research literature, the curriculum and instructional methodology of a multicultural course was modified to emphasize growth in cultural sensitivity and acquisition of the knowledge, skills, and attitudes needed to alter relationship structures. A Cultural Diversity Inventory (Henry) measuring individual attitudes, beliefs, and behavior towards children of culturally diverse backgrounds was administered to preservice teacher education students before and after taking the multicultural course. Students were also asked to select a preferred goal for multicultural education. Some goals and objectives for the course were: (1) to ensure that each student understands the professional responsibilities of teachers in a multiracial society; (2) to incorporate minority languages and cultures into the program; (3) to know the importance of achieving minority community participation; and (4) to know the importance of teachers becoming advocates of minority students in assessment procedures. Strategies for achieving these and other desired goals in the teacher education curriculum are suggested and results of the student questionnaires are noted. (80 references) (LL) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 0 | 7 | |a Change Agents. |2 ericd. |
| 650 | 1 | 7 | |a Change Strategies. |2 ericd. |
| 650 | 1 | 7 | |a Cultural Awareness. |2 ericd. |
| 650 | 0 | 7 | |a Educational Change. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Literature Reviews. |2 ericd. |
| 650 | 0 | 7 | |a Minority Groups. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Multicultural Education. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a School Community Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education Curriculum. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Student Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
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