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AutorenAdams, Susan R.; Brooks, Katie; Kandel-Cisco, Brooke
TitelProfessional Development in Culturally and Linguistically Diverse Schools: What if We Have PD Upside Down and Backwards?
QuelleIn: AILACTE Journal, 14 (2017) 1, S.25-36 (12 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
SchlagwörterElementary Secondary Education; Faculty Development; Student Diversity; Cultural Differences; Language Usage; Middle School Teachers; High Schools; Secondary School Teachers; Equal Education; Educational Change; Inquiry; Culturally Relevant Education; Teacher Attitudes; Graduate Study; Indiana (Indianapolis)
AbstractToo often teacher professional development (PD) is focused on mainstream K-12 learners, even as US schools become more culturally and linguistically diverse (CLD). This theoretical paper provides guidance for centering professional development on the margins. The three conclusions are distilled from robust experiences with middle and high school K-12 educators. They include making PD relational, providing ample time and patience for teachers to change underlying beliefs, and grounding PD in authentic inquiry, rather than indulging a strategy fetish. (As Provided).
AnmerkungenAssociation of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/1/02
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