It is intended the participants who attend this session will
•
Be exposed to a model that may be different than a typical field-based
model where preservice teachers spend time in public school or private
school classrooms
•
Hear preservice students’ comments and self-identified attitude changes
based on their field experiences in diverse settings
•
Be able to synthesize data collected from the field experiences
•
Be able to brainstorm ways they might produce more culturally responsive
teachers
B. Methods:
Participants will be able to view charts, graphs, and quotes from preservice
teachers involved in this study. Participants will also be directed to a series of
websites developed to explain this culturally-diverse field-based model. A
handout with resources and contact information will be available for all
attendees. Question and answer periods of time will be designated during the
presentation.
References:
Dyson, A. H. (1992). Children’s place in the language arts curriculum: Victims,
beneficiaries, and critics. English Education, 24, 3-19.
Garg, R. (1994). Meeting the challenge of multicultural education. Contemporary
Women’s Issues Database, 6, p. 6.
Florio-Ruane, S., & McVee, M. (2000). Ethnographic approaches to literacy research.
In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of
reading research (Vol. 3, pp. 153-162). Mahway, NJ: Erlbaum.
Nystrand, M. (1992). Dialogic instruction and conceptual change. Paper presented at
the annual meeting of the American Educational Research Association, San
Francisco, CA.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds. And
Trans.). Cambridge, MA: Harvard University Press. (Original work published
1934)
Convention