Teachers for multicultural schools: The power of selection

Haberman, Martin; Post, Linda

doi:10.1080/00405849809543792

Cited by 88 publications

(62 citation statements)

References 5 publications

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“…Haberman (1995;Haberman & Post, 1998) noted that there are certain attributes that predispose individuals to be more likely to be effective in high-poverty, culturally and linguistically diverse schools and more likely to stay on the job. Older, non-traditional students with more life experiences tend to be better suited for such settings than younger, lessexperienced candidates.…”

Section: Teacher Education: Rethinking the Contextmentioning

confidence: 99%

“…Induction programs offer a promising approach for mentoring beginning teachers in culturally and linguistically diverse settings and helping them teach in culturally responsive ways (Haberman & Post, 1998;Murrell, 2000;Quartz, 2003). Such programs not only lead to enhanced effectiveness, but also have the potential to improve teacher retention (Quartz, 2003).…”

Section: Professional Development That Promotes Culturally Responsivementioning

confidence: 99%

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Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Klingner

Artiles

Kozleski

et al. 2005

EPAA

182

147

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In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

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Section: Teacher Education: Rethinking the Contextmentioning

confidence: 99%

Section: Professional Development That Promotes Culturally Responsivementioning

confidence: 99%

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Klingner

Artiles

Kozleski

et al. 2005

EPAA

182

147

View full text Add to dashboard Cite

show abstract

“…In fact, there have been studies (Haberman & Post, 1998;Levine-Rasky, 2001) that have gone so far as to suggest that teacher candidates should be screened upon entry based on their ideologies and predispositions, suggesting that diversity training is only useful for those who are open, self-aware, self-reflective, and committed to social justice (Garman, 2004). We do not engage our students in diversity training; instead we continually ask our selves: "What can we do?"…”

Section: What Can We Do? Our Questions Our Tensionsmentioning

confidence: 99%

Using Story as Sites of Dialogue, Disillusionment, and Development of Dispositions to Support Inclusive Education

Parr¹,

Campbell²

2012

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This article reports on an ongoing action research project regarding stories and dialogue that can be used as experiences of difference and diversity, and their impact on the classroom environment/community and the teacher. Over a period of ten years, the researchers have engaged a total of 2400 teacher candidates, through their language and literacy course, in a discussion of what it means to be different and how these values and attitudes impact what happens in the classroom. Using children's literature as a starting point, teacher candidates are encouraged to make connections between read alouds, reader response, critical literacy, and how this ultimately transforms their knowledge, values, and zones of comfort in both the teacher education classroom and the regular classroom.Keywords: Inclusive Education; Teacher Education; Story; Literature; Language and Literacy What Can We Do? Our Questions, Our TensionsTeacher candidates enter our classroom with varying levels of comfort with regard to individual difference, diversity, and equity. As are many teacher educators, we are often plagued by the question of "What can we do?" which not only suggests the vagueness of how we train teachers for diversity, but also the wonder of whether this is something that we can do within the context of a single course/program, given the assumptions, predispositions (values and beliefs), and experiences of our teacher candidates (Garman, 2004;Pollock, Deckman, Mira, & Shalaby, 2010).Our teacher education program does not screen for what might be considered to be ideal teacher dispositions; acceptance into our program is based primarily on grades, with some space reserved for special populations. In fact, while we recognize the importance of prior dispositions and experiences, we feel that by critically examining such dispositions in relation to context, prior experience, and possible misperception, we can support our students in developing more positive attitudes and ideally essential teacher dispositions that will allow them to foster the core principles of inclusive education. We operate under the assumption that "an unexamined life is not worth living" (Plato) and that we can create environments that foster learning at the level of our learners, regardless of setting (UNESCO, 2009).It is our belief that in order to be truly effective as teacher educators, we must model and teach in a way that fosters and expects sensitivity and acceptance of difference and diversity.

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“…In the studies examined, there are indications that personal life experiences, including field experiences in multicultural settings, had a significant influence on teacher commitment to multiculturalism (Haberman & Post, 1998;Paccione, 2000). Although teacher education programs cannot and should not direct the personal experiences of prospective teachers, nor should such programs restrict admission to teacher candidacy to those individuals who have had particular experiences, it would appear that one of the keys to enhanced multicultural effectiveness in the classroom includes more numerous and more frequent contacts for preservice teachers with minority populations.…”

mentioning

confidence: 99%

“…Although teacher education programs cannot and should not direct the personal experiences of prospective teachers, nor should such programs restrict admission to teacher candidacy to those individuals who have had particular experiences, it would appear that one of the keys to enhanced multicultural effectiveness in the classroom includes more numerous and more frequent contacts for preservice teachers with minority populations. While working teachers may modify their multicultural practices in light of new experiences and a broader knowledge base, the attitudes and practices of preservice teachers related to diversity are more directly affected by experiences in teacher education and teacher professional development programs (Ladson-Billings, 1994;Haberman & Post, 1998;Wilkerson, 2000;Harmon, 2002).…”

mentioning

confidence: 99%

Preparing teachers for diversity : a study of two university teacher education programs in Indiana.

Goebel¹

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Teachers for multicultural schools: The power of selection

Cited by 88 publications

References 5 publications

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Using Story as Sites of Dialogue, Disillusionment, and Development of Dispositions to Support Inclusive Education

Preparing teachers for diversity : a study of two university teacher education programs in Indiana.

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