An International Colloquium on Education: British and American Perspectives. Proceedings (La Crosse, Wisconsin, September 29-30, 1992).

Institution	Wisconsin Univ., La Crosse. Dept. of Educational Foundations.
Titel	An International Colloquium on Education: British and American Perspectives. Proceedings (La Crosse, Wisconsin, September 29-30, 1992).
Quelle	(1992), (260 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9636941-0-3
Schlagwörter	Tagungsbericht; Curriculum Development; Educational Research; Elementary Secondary Education; Foreign Countries; Global Approach; Higher Education; International Cooperation; International Educational Exchange; Multicultural Education; Social Studies; Teacher Education; Teaching Methods; United Kingdom (Wales); Wisconsin + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsforschung; Pädagogische Forschung; Ausland; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; Multikulturelle Erziehung; Gemeinschaftskunde; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document presents the results of an exchange between the College of Education at the University of Wisconsin-La Crosse and the University College of Swansea in Wales to facilitate the development of a close departmental relationship in order to foster exchanges of information and personnel on preparing teachers by incorporating a global awareness into the teacher education curriculum. This document has three parts. The first part focuses on curriculum and contains 7 articles: (1) "Cultural Pluralism vs. Ethnic Fragmentation?" (Kent Koppelman); (2) "If Multiculturalism is the Answer, What is the Question?" (Jose Vega); (3) "Environmental Education in Wisconsin" (Lucy Slinger); (4) "Ideological Change and Curriculum Transition in Teaching about the Legacy of the Third Reich in East German Secondary Schools" (Gregory Wegner); (5) "Cross-Curricularity and the Whole Curriculum" (Michael Williams); (6) "A Socio-Political Analysis of Nationalized Curriculum," Response to Michael Williams (Joyce Shanks); and (7) "Pupils' Perceptions of Science in Their Final Year in Primary School" (Catherine Woodward). The second part on instruction includes five articles: (1) "A School-University Collaboration To Implement Cooperative Learning through Integrated Language Arts" (Carol Kirk); (2) "Parallels: Supporting Students and Teachers as Learners," Response to Carol Kirk (Delores Heiden); (3) "International Connections in the Tradition of Advocacy for Teacher Professionalism" (Wade W. Nelson); (4) "Assessment of Practical Skills in Secondary School Science Courses" (John Parkinson); and (5) "A Response to Assessment of Practical Skills in Secondary School Science Courses," Response to John Parkinson (John Whitsett). The third part contains 7 articles on teacher education: (1) "The Reform of British Initial Teacher Education and the Role of the Mentor" (John Furlong); (2) "Clinical Professors and Classroom Teachers as Co-Mentors" (Robert Richardson); (3) "Standards for Quality Classroom Practice" (Lyelle L. Palmer); (4) "The New Right, Thatcherism, and the Attack Upon the Post-War Consensus" (Robert Phillips); (5) A Response to Robert Phillips, author of the preceding article (Burton E. Altman); (6) "Differences in Academic Performance: An Exploration from the Perspective of Gender and Implications for the Initial Training of Teachers of Young Children (ages 3-11) (Susan Sanders); and (7) "Parents' and Teachers' Socialization of Young Children's Gender Identity," Response to Susan Sanders (Barbara Chaney). (DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC