Impact of early clinical experiences on student attitudes about diversity

Wolfe, Randi B.; Falk-Ross, Francine

doi:10.1080/1090102020230207

Cited by 6 publications

(2 citation statements)

References 7 publications

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“…Our ability as teacher educators to enhance the cultural competence of our students has become a social imperative (Teidt & Teidt, 1999;Wolfe & Falk-Ross, 2002; and Derman-Sparks & Brunson Phillips, 1997). Students entering the teaching field must be prepared to work in a multicultural world.…”

Section: Introductionmentioning

confidence: 99%

The Use Of A Service-Learning Model And Online Dialogue To Promote Reflection, Critical Thinking, And Cultural Competence In Early Childhood Studies Students

Riordan

2011

TLC

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Section: Introductionmentioning

confidence: 99%

The Use Of A Service-Learning Model And Online Dialogue To Promote Reflection, Critical Thinking, And Cultural Competence In Early Childhood Studies Students

Riordan

2011

TLC

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“…These field experiences should be coordinated so that the prospective teacher candidates have the opportunity to work in widely different settings so that they are working with vastly different groups of students. As Wolfe and Falk- Ross (2002) suggest, these experiences should include a "more meaningful [and] connected immersion in authentic educational experiences" (p. 157). For prospective teacher candidates to be able to understand their students and their lives, they must spend time in educational settings which include opportunities to work with students of poverty and culturally diverse students.…”

Section: Coursework In Diversity the Initial Activities Of Any Tpp Imentioning

confidence: 99%

Teacher preparatory programs : first year teachers' readiness for dealing with student diversity

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I would like to acknowledge the following people who are very important to this work: My Aunt Barbara and sister Susan both of whom face and overcome obstacles each day. My nieces and nephews, Thomas, Nicholas, Madison, Emma, Joseph, and Carter. I hope you have inherited my love for learning and that you know I love you all beyond words. My own teachers who have encouraged me, reinforced my strengths, and improved my weaknesses. My students-each and every one of you. I hope that you have learned as much from me as I have from you. You are all unique and wonderful and was truly my pleasure to be your teacher. My education mentors, Hilah Grenci and Maureen Zito, who taught me what good, sound instruction looks like and that every child has worth and talent to succeed in life. My advisor, Dr. Corliss Brown-Thompson, who made this experience a true learning opportunity by challenging my beliefs, opinions, and thinking. My participants who have the passion and love of teaching to ensure each of their students have wonderful learning experiences. I wish you as long, fun, and rewarding career as I have had. My Superintendent and friend, Tammy Sutherland for the support and encouragement you gave me through this process.

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Diverse Field Experiences as a Catalyst for Preparing High Quality Early Childhood Teachers

Recchia

Beck

Esposito

et al. 2009

Journal of Early Childhood Teacher Education

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Impact of early clinical experiences on student attitudes about diversity

Cited by 6 publications

References 7 publications

The Use Of A Service-Learning Model And Online Dialogue To Promote Reflection, Critical Thinking, And Cultural Competence In Early Childhood Studies Students

The Use Of A Service-Learning Model And Online Dialogue To Promote Reflection, Critical Thinking, And Cultural Competence In Early Childhood Studies Students

Teacher preparatory programs : first year teachers' readiness for dealing with student diversity

Diverse Field Experiences as a Catalyst for Preparing High Quality Early Childhood Teachers

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