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Considering the Vision of Public Education: Adding Social Justice to the Professional Program
Unformatted Document Text:  through presentations and publications. The findings from the pilot project indicate that candidates did have a background in diversity prior to the Professional Program’s block of courses. They were able to define the terms ‘culture’ and ‘racism’. The candidates learned that culture does influence a child’s approach to learning, as does a child’s prior school experiences. What candidates did not learn was the meaning of sociological terms such as ‘privilege’, ‘equity’, and ‘oppression’. These findings will guide my course development. Additional assignments will forge the connections between the theory and the reality/practice of classrooms. I will continue to use pre and post course surveys to assess student learning. These will enable me to continue with course development to meet the course’s objectives of preparing future teacher who will have the dispositions, as well as the teaching skills and strategies, necessary to prepare all students for the future. Section II: Outcomes and Methods Learner/participant outcomes: My proposal is to present a paper describing the second year of my three year teacher research project that focuses on candidate learning and subsequent course and clinical improvements. I will present the social justice component of the methods course (Organization and Management of the Diverse Classroom), review the findings of the first year, and describe the course development resulting from the research findings of the students’ evaluation comments. I will emphasize the literature, guiding questions and assignments that are added to deepen content and facilitate greater student learning. This program will be presented as a model approach for educating future professionals about how public education can promote more equal opportunity and play a role in reducing economic and social inequalities. My goal is to present an engaging paper that will assist participants in organize their own thinking about, and perhaps develop new insights into, ways to add a social justice vision to their teacher preparation program. Methods: My conference proposal is to present an paper within a grouped individual paper session. Such a format will enable attendees to learn about a variety of programs for educating future professionals whose practice is guided by a vision with civic and social goals of a more just and prosperous society. An important component of the grouped individual paper session will be the moderator’s comments and the question and answer time. I also expect to dialogue with the other presenters, to learn from them and to share what I have done. I consider this format to offer a rich exchange of ideas and experiences as well as the development of new programs and research agendas. ReferencesCounts, G. S. (2000). From dare the school build a new social order? (1932). In R.F. Reed, & T.J. Johnson (Eds.), Philosophical documents in education. (pp. 120-122). New York: Addison-Wesley. Dewey, J. (1944). Democracy and education: An introduction to the philosophy of education. New York: The Free Press - A Division of Macmillan, Inc. Donmoyer, R. (1997). The issue: research as advocacy and storytelling. Educational Researcher, 26(5), 2. Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.Hutchings, P., & Shulman, L. S. (1999). The Scholarship of Teaching. Change, September/ October, 11-15. Irvine, J. J. (2000). The critical elements of culturally responsive pedagogy: A synthesis of the research. In J. J. Irvine, B. J. Armento, V. E. Causey, R. S. Frasher & M. H. Weinburgh, Culturally responsive teaching: Lesson planning for elementary and middle grades (pp. 3-17). Boston: McGraw-Hill Humanities/Social Sciences/Languages. James, W. (2000). From talks to teachers (1899). In R.F. Reed, & T.J. Johnson (Eds.), Philosophical documents in education. (pp. 76-81). New York: Addison-Wesley.

Authors: Stevens, Rebecca.
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through presentations and publications. The findings from the pilot project indicate that candidates did
have a background in diversity prior to the Professional Program’s block of courses. They were able to
define the terms ‘culture’ and ‘racism’. The candidates learned that culture does influence a child’s
approach to learning, as does a child’s prior school experiences. What candidates did not learn was the
meaning of sociological terms such as ‘privilege’, ‘equity’, and ‘oppression’. These findings will guide
my course development. Additional assignments will forge the connections between the theory and the
reality/practice of classrooms. I will continue to use pre and post course surveys to assess student
learning. These will enable me to continue with course development to meet the course’s objectives of
preparing future teacher who will have the dispositions, as well as the teaching skills and strategies,
necessary to prepare all students for the future.
Section II: Outcomes and Methods
Learner/participant outcomes:
My proposal is to present a paper describing the second year of my three year teacher research
project that focuses on candidate learning and subsequent course and clinical improvements. I will
present the social justice component of the methods course (Organization and Management of the
Diverse Classroom
), review the findings of the first year, and describe the course development resulting
from the research findings of the students’ evaluation comments. I will emphasize the literature, guiding
questions and assignments that are added to deepen content and facilitate greater student learning.
This program will be presented as a model approach for educating future professionals about how
public education can promote more equal opportunity and play a role in reducing economic and social
inequalities. My goal is to present an engaging paper that will assist participants in organize their own
thinking about, and perhaps develop new insights into, ways to add a social justice vision to their teacher
preparation program.
Methods:
My conference proposal is to present an paper within a grouped individual paper session. Such a
format will enable attendees to learn about a variety of programs for educating future professionals whose
practice is guided by a vision with civic and social goals of a more just and prosperous society. An
important component of the grouped individual paper session will be the moderator’s comments and the
question and answer time. I also expect to dialogue with the other presenters, to learn from them and to
share what I have done. I consider this format to offer a rich exchange of ideas and experiences as well as
the development of new programs and research agendas.
References
Counts, G. S. (2000). From dare the school build a new social order? (1932). In R.F. Reed, & T.J.
Johnson (Eds.), Philosophical documents in education. (pp. 120-122). New York: Addison-
Wesley.
Dewey, J. (1944). Democracy and education: An introduction to the philosophy of education. New
York: The Free Press - A Division of Macmillan, Inc.
Donmoyer, R. (1997). The issue: research as advocacy and storytelling. Educational Researcher,
26(5), 2.
Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.
Hutchings, P., & Shulman, L. S. (1999). The Scholarship of Teaching. Change, September/
October, 11-15.
Irvine, J. J. (2000). The critical elements of culturally responsive pedagogy: A synthesis of the research.
In J. J. Irvine, B. J. Armento, V. E. Causey, R. S. Frasher & M. H. Weinburgh, Culturally
responsive teaching: Lesson planning for elementary and middle grades
(pp. 3-17). Boston:
McGraw-Hill Humanities/Social Sciences/Languages.
James, W. (2000). From talks to teachers (1899). In R.F. Reed, & T.J. Johnson (Eds.), Philosophical
documents in education. (pp. 76-81). New York: Addison-Wesley.


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