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The Elementary School Journal Vol. 98, No. 3 (Jan., 1998) , pp. 189-220 (32 pages) Published By: The University of Chicago Press https://www.jstor.org/stable/1002257 Read and download Log in through your school or library Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
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Abstract We explored the use of 2 measurement strategies-concept maps and surveys-to assess the effects of a multicultural education course on the cognitions of individuals and groups of preservice teachers. Participants included 17 preservice teachers enrolled in a 5-week multicultural education course required as part of a 1-year M.Ed. and credential program at a public university. Data were gathered before and after the course to assess preservice teachers' beliefs and conceptual changes in their representations of effective teaching for culturally diverse learners. Results suggested that 2 groups of students began the course with distinct beliefs and conceptualizations in this area, as indicated by differences in the density of their concept maps. Results also suggested that multiple indicators of cognitive change must be used to better understand the effect of these courses on preservice teachers' cognitions. Group B students had lower-density maps prior to the course than after the course. Specifically, although the density of Group B students' conceptualizations of effective teaching increased after the course-a pattern that has been traditionally associated with more complex understanding-other indicators of conceptual change showed that these students did not actively reorganize their conceptualizations. Group A students exhibited the opposite pattern. Moreover, the qualitative data analysis indicated that each group of students emphasized a distinct view of teaching. These findings suggest that teacher educators and others working in this field can use concept maps and surveys to assess cognitive transformations in individuals and groups of teachers. This is best achieved through the analysis of both quantitative and qualitative indicators of cognitive changes. Journal Information Current issues are now on the Chicago Journals website. Read the latest issue.The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. Publisher Information Since its origins in 1890 as one of the three main divisions of the University of Chicago, The University of Chicago Press has embraced as its mission the obligation to disseminate scholarship of the highest standard and to publish serious works that promote education, foster public understanding, and enrich cultural life. Today, the Journals Division publishes more than 70 journals and hardcover serials, in a wide range of academic disciplines, including the social sciences, the humanities, education, the biological and medical sciences, and the physical sciences. Rights & Usage This item is part of a JSTOR Collection.  Publication Date: 2010-Sep ISBN: ISBN-978-1-4129-7498-1 Teaching Diverse Learners: Principles for Best Practice Mazur, Amy J.; Doran, Patricia Rice Based on current research, legislation, and best practices for the classroom, this user-friendly guide offers a comprehensive overview of everything teachers need to know to differentiate instruction for students who are culturally and linguistically diverse, as well as those who have or might have special education needs. Amy G. Mazur and Patricia Rice Doran present strategies, case studies, guiding questions, extensions, and ready-to-use activities to make critical information accessible to busy PreK-12 teachers. The book helps teachers: (1) Understand key concepts, policies, and cultural issues for working with diverse learners; (2) Set up an effective, emotionally safe classroom; (3) Get to know students and their needs and strengths; (4) Adapt curriculum, instruction, and assessment to make learning accessible; and (5) Collaborate with fellow professionals, families, and communities. By putting the vital information in this book into practice, teachers can meet the various needs of today's diverse classrooms and ensure academic success for all their learners! Contents of this book include: (1) Who Are Our Diverse Learners? New Definitions, New Responses; (2) The Impact of the Law: Policies and Diversity; (3) What a Difference a Room Makes: Classroom Setup and Management for Learning; (4) Really Seeing Your Students: The Importance of Behavioral Observation; (5) Mental Wellness and Students' Resiliency: Making School an Emotionally Safe Place; (6) Curriculum and Language: Making Texts and Materials Accessible; (7) Literacy Development: Factors Impacting Diverse Learners; (8) Assessment: How Do You Know What Your Students Know?; (9) Collaboration: Working Together for Student Success; and (10) Family Involvement: Forming Rich and Lasting Partnerships. This book also contains: (1) Acknowledgments; (2) About the Authors; (3) Introduction; (4) References; and (5) Index. Descriptors: Family Involvement, Disabilities, Literacy, Student Diversity, Best Practices, Special Needs Students, Individualized Instruction, Case Studies, Educational Strategies, Definitions, School Law, Educational Policy, Classroom Environment, Classroom Techniques, Well Being, Access to Education, Curriculum, Instructional Materials, Educational Assessment, Cooperation Corwin, A SAGE Publications Company. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: ; Web site: http://www.corwinpress.com Publication Type: Books; Guides - Classroom - Teacher Education Level: Elementary Secondary Education Authoring Institution: N/A Grant or Contract Numbers: N/A Which is the best reason why teachers should use the technique of differentiated instruction in their classroom?Which is the best reason why teachers should use the technique of differentiated instruction in their classrooms? Differentiated instruction creates multiple paths for children of different abilities, interests, and learning experiences.
Which is an important concept to understand when referring to culture?Which is an important concept to understand when referring to culture? Culture is a characteristic of groups. What term refers to a child's ability to overcome, adapt to, or minimize the damaging effects of adversity? Why is culture so relevant for early childhood educators?
What does widening the lens mean?Most people construct explanations of either one or two elements, often switching back and forth between the two. If, however, you can “widen the lens” to include three or more elements in your explanation of a problem situation, a whole new world of alternatives develops.
Which of the following statements is the best definition for reciprocal relationships?Which of the following statements is the best definition for reciprocal relationships? Reciprocal relationships are a two-way relationship in which information and power is shared evenly.
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Which principle of effective teaching for culturally diverse learners would a teacher be practicing
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