Journal of Research in Innovative Teaching - National University

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the categories, synthesized and defined the principle in terms of the student understandings, and discussed the application of the principle to the lesson. The third step involved infusing the multicultural principle into current lessons by identifying the original lesson and goals and activities and the multicultural principle. Next, the teachers were taught to incorporate the multicultural concept into the activities and goals. Finally, they needed to identify the resources and social action component if appropriate. Step four involved teaching the lesson and checking to see if the students could identify the multicultural principle. Step five involved evaluating the lesson and repeating steps three to five, analyzing for student understanding, generalizability, and transference. The first step in the activity used to exemplify the final strategy, Searching for Personal Roots, was to invite guest speakers to share their personal roots. These presentations prepared teachers for a research assignment that helped them reconnect with their cultural heritage. The benefit of this assignment was that they would acquire cross-cultural competence, which involved understanding their own attitudes, actions, and beliefs. This in turn would lead to better relationships with their diverse students. Areas that could be explored and included in the research report were the following: history of the cultural group to which the candidate belonged both in this country and the country of origin; major contributions to the world or to this country, including famous persons from the group; different perspectives of the stereotypes and generalizations as related to their cultural group; and family traditions, customs, and heritages. When the teachers investigated their immigrant history, they addressed a series of questions. They investigated why their ancestors left their home country (for those with immigrant pasts) or their region/state/community (for those with migrant pasts); what the “pull” or “push” was involved in the move; what life was like in their family’s original home; what type of community their family came from (village, town, city, countryside); where their family first settled when they made their move; how their family was treated upon arrival; how long it took their family to assimilate to the culture of their new home; and what customs, traditions, or beliefs from the original heritage still existed in their family. The result of this work was greater understanding from the teachers of their own past and a greater appreciation for the heritages of their students. Conclusion While there have been other studies of multicultural strategies used to prepare teachers for diverse classrooms, this study provides strategies that have been verified by research. More important, these innovative strategies have proven successful at reeducating teachers, which in many cases is harder to accomplish than training new teacher candidates. However, while the evidence for the success of the use of these strategies is robust for teachers already in a school setting, there is no evidence as yet to support that these strategies work for educating credentialing candidates in universities. Currently, these strategies are being used in university classes for teacher candidates, and data are being obtained to verify the success of these strategies in training candidates to become teachers. Utilizing these strategies, these courses have received high evaluation from the teacher candidates. Once the data have been collected, evidence will be available to determine the success of these strategies in educating teacher candidates for diverse classrooms. The research to verify that strategies that work shared in this article is just the beginning of studies that need to be done to ensure that teachers are qualified to successfully teach diverse students. This study is important for generating future research that 121
compliments and extends the continued study of successful teacher strategies to prepare nondiverse teachers for diverse classrooms. References Allport, G. W. (1954). The nature of prejudice. Garden City, NY: Addison-Wesley. Ahlquist, R. (1991). Position and imposition: Power relations in a multicultural foundations class. The Journal of Negro Education, 6(2), 158–169. Aaronsohn, E., Carter, C., & Howell, M. (1995). Preparing monocultural teachers for a multicultural world. Equity & Excellence in Education, 29, 5–9. Banks, J. A. (1991–1992). Multicultural education: For freedom’s sake. Educational Leadership, 49 (4), 32–36. Banks, J. A. (1992). Teaching strategies for ethnic studies. Boston: Allyn and Bacon. Banks, J. A. (1993). Multicultural education: Development, dimension, and challenges. Phi Delta Kappan, 75 (5), 22–28. Banks, J. A. (1994). Transforming the mainstream curriculum. Educational Leadership, 51(8), 4–8. Banks, J. A. (1997a). Approaches to multicultural curriculum reform. In J. A. Banks and C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (3rd ed.). Boston: Allyn and Bacon. Banks, J. A. (1997b). Multiethnic education: Characteristics and goals. In J. A. Banks and C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (3rd ed.). Boston: Allyn and Bacon. Banks, J. A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn and Bacon. Barrett, M. B. (1993). Preparation for cultural diversity: Experiential strategies for educators. Equity and Excellence in Education, 26, 19–26. Bell, L. (2002). Sincere fictions: The pedagogical challenges of preparing white teachers for multicultural classrooms. Equity and Excellence in Education, 35(3), 236–244. Beyer, C. K. (1996–1997). An educator’s guide to reducing and enhancing tolerance. The Councilor, 56, 35–41. Beyer, C. K. (1999). An investigation of multicultural transformation: The success of culturally diverse students in integrated schools. Unpublished master’s thesis, Benedictine University, Lisle, Illinois. Boddie, J. L. (1997). Making the grade in high school success for African American urban males. High School Magazine, 5(2), 50–55. Brown, E. L. (2004). White precipitates change in cultural diversity awareness during a multicultural course: The message or the method Journal of Teacher Education, 55, 325–340. Bryk, A. S., & Thum, Y. M. (1989). The effects of a high school organization on dropping out : An exploratory investigation. American Educational Research Journal, 26(3), 332–383. Bull, B. L., Fruehling, R. T., & Chattergy, V. (1992). The ethics of multicultural and bilingual education. New York: Teachers College Press. Cannella, G. S., & Reiff, J. C. (1994). Teacher preparation for diversity. Equity and Excellence in Education, 27, 28–47. Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press. Coleman, J. (1966). Equality of educational opportunity. Washington, DC: U.S. Office of Education. Cortes, C. (1996). Preparing for a multicultural future. Principal, 76(1), 16–20. Darder, A. (1993). How does the culture of the teacher shape the classroom experience of Latino student: The unexamined question in critical pedagogy. In S.W. Rothstein (Ed.), Handbook of schooling in urban America (pp. 195–221). Westport, CT: Greenwood. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press. Dennis, R. E., & Giangreco, M. F. (1996). Creating conversation: Reflections on cultural sensitivity in family interviewing. Exceptional Children, 63(1), 103–116. Diez, M. E. (2007). Looking back and moving forward: Three tensions in the teacher dispositions discourse. Journal of Teacher Education, 58(5), 388–396. Dunn, R. (1997). The goals and track record of multicultural education. Educational Leadership, 54(7), 74–77. Eberly, J. L., Rand, M. K., & O’Connor, T. (2007). Analyzing teachers’ dispositions towards diversity: Using adult development theory. Multicultural education, Summer, 31–36. 122
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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