Studying Diversity in Teacher Education
Produktdetaljer
Biografisk notat
Arnetha F. Ball, Ph.D. is a Stanford University education professor and president of the American Educational Research Association (AERA). She is also the Visiting Barbara A. Sizemore Distinguished Professor of Urban Education at Duquesne University. Cynthia A. Tyson, Ph. D. is professor in the School of Teaching and Learning at The Ohio State University. Her research and scholarship interests include: teaching for social justice, early childhood social studies, and multicultural children's literature.The myriad, rich, and incisive perspectives in this needed and timely book will help colleges and universities reform teacher education programs and make them culturally responsive and effective for students from diverse racial, ethnic, cultural, and linguistic groups.
- James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and Founding Director, Center for Multicultural Education, Universi,
From the Foreword: Readers will find this volume a treasure trove of perspectives, answers, and provocations that should stimulate further the essential discussions we must have to create schools that can someday provide all children?and teachers?withthe right to learn what they need and deserve....
- Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University,
The rapidly shifting demographics in the U.S. and other countries provide a crucial educational challenge: how teachers can turn student diversity into an asset for schooling. Through a series of chapters by top scholars in the field, this volume powerfully establishes the ways teachers come to think about differences, structures, and possibilities for pedagogical actions that provide students with meaningful opportunities for learning and that facilitate students' greater investment in schooling. This book is indeed a valuable contribution to a vitally important field of study.
- Luis C. Moll, Professor, College of Education, University of Arizona,
From the Foreword:
Readers will find this volume a treasure trove of perspectives, answers, and provocations that should stimulate further the essential discussions we must have to create schools that can someday provide all children—and teachers—with the right to learn what they need and deserve.
- Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University,