scholarly journals Franco-American Teachers-in-Training: A Study of Best Practices in Teaching and Studying Abroad

2011 ◽  
Vol 21 (1) ◽  
pp. 275-288 ◽  
Author(s):  
Susan Colville-Hall ◽  
Maria Adamowicz-Hariasz ◽  
Vladislava Sidorova ◽  
Tama Engelking
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Intercultural Competence ◽  
Student Population ◽  
Studying Abroad ◽  
American Students ◽  
Diverse Student ◽  
The Us ◽  
Return Home ◽  
Diverse Student Population

This paper presents a study that focuses on American pre-service teachers who taught in France from September to December 2009. The American participants were chosen to compare results with similar programs designed for American students studying abroad. It would be impossible to draw valid and reliable comparisons between the US and French programs because the two exchanges are very different. For future teachers, the intercultural competence they achieve abroad can help prepare them to meet the challenges of the increasingly diverse student population they will encounter in their classrooms when they return home and to be more capable of preparing citizens for the interconnected world of the 21st century.

Genomic Science—From 2001 to Present Day: What School Nurses Need to Know

2018 ◽  
Vol 34 (4) ◽  
pp. 235-239 ◽  
Author(s):  
Elizabeth Barnby ◽  
Mark Reynolds ◽  
Pamela O’Neal
Keyword(s):  
Clinical Practice ◽  
Best Practices ◽  
21St Century ◽  
School Nurses ◽  
Student Population ◽  
Medically Fragile ◽  
Genetic Science ◽  
Genomic Science ◽  
Genomic Sciences ◽  
Information And Technology

Genetic science has made remarkable advances in the 21st century. As genetic and genomic sciences continue to expand, school nurses will become thoroughly immersed in data, information, and technology. As new diseases, treatments, and therapies are discovered, school nurses will need to implement and assess best practices for the complex and medically fragile student population. This article will discuss the top 10 recent discoveries in genomic science and how school nurses can use this information in clinical practice.

Handbook of undergraduate second language education. Judith W. Rosenthal (Ed.). Mahwah, NJ: Erlbaum, 2000. Pp. 400.

2001 ◽  
Vol 22 (2) ◽  
pp. 278-281
Author(s):  
D. Bradford Marshall
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Student Population ◽  
Second Language Education ◽  
Diverse Student ◽  
New Ideas ◽  
Diverse Student Population

Judith Rosenthal has brought together a wide variety of articles on second language (L2) teaching and learning that will surely interest foreign language (FL) educators in U.S. universities who are struggling to increase or maintain enrollment in their courses or who are seeking new ideas to meet the needs and demands of an increasingly diverse student population. Rather than encourage individual language departments to continue their separate battles for survival, Rosenthal hopes to enhance the “integration” of FL programs in order “to better promote proficiency in more than one language” (p. 353). This volume clearly illustrates how teachers of various languages can collaborate and share experiences in order to find solutions to what are often very similar problems.

scholarly journals Postsecondary Systems, Massification, and the Research University

2017 ◽  
pp. 5
Author(s):  
Philip G. Altbach
Keyword(s):  
Research University ◽  
Student Population ◽  
Wide Range ◽  
Diverse Student ◽  
Diverse Student Population

In the context of massification, few countries have made any comprehensive effort to create clearly defined and differentiated academic systems to serve new academic functions. This pursuit is important to ensure quality and to meet the wide range of needs of an increasingly diverse student population.

Predicting NCLEX-RN Success in a Diverse Student Population

2011 ◽  
Vol 50 (5) ◽  
pp. 261-267 ◽  
Author(s):  
Marshall D. Alameida ◽  
Alice Prive ◽  
Harvey C. Davis ◽  
Lynette Landry ◽  
Andrea Renwanz-Boyle ◽  
...  
Keyword(s):  
Student Population ◽  
Diverse Student ◽  
Diverse Student Population

scholarly journals White Multicultural Voices in Southern Universities: An Overview

2015 ◽  
Vol 10 (2) ◽  
pp. 143-147
Author(s):  
Gina M. Doepker ◽  
Steven Chamberlain
Keyword(s):  
Public Education ◽  
Teacher Educators ◽  
Personal Narratives ◽  
The United States ◽  
Student Population ◽  
Special Issue ◽  
Learning And Teaching ◽  
Diverse Student ◽  
Southern Universities ◽  
Diverse Student Population

AbstractIt is a fact that the diversity of today’s student population in schools across the United States is growing. According to the Center for Public Education (2012), it is also a fact that the majority of teachers in these schools are White, middleclass females. As a result of this demographic mismatch, teacher educators have been charged with the mission to help future teachers embrace multiculturalism so as to effectively meet the needs of this diverse student population. In order for this pedagogical shift to be successful, teacher educators themselves (who are also majority White) must first embrace the tenets of multiculturalism as well. This article introduces the Special Issue of Muticultural Learning and Teaching (MLT) that presents the personal narratives regarding multiculturalism of several White scholars in academia who currently work in the field of teacher education in southern universities where diversity abounds throughout the schools.

Exploring Diverse Voices in the Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 97-99
Author(s):  
Chiao-Wei Liu
Keyword(s):  
United States ◽  
Music Education ◽  
Cultural Diversity ◽  
The United States ◽  
Student Population ◽  
Music Programs ◽  
Ethnic Stereotypes ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Racial Ethnic

With the increasing diverse student population in the United States, schools across the country face the challenge of addressing cultural diversity in the classroom. While this topic is not new in the field of music education, researchers argue that voices of minoritized groups remain absent in most music programs. Even if different music cultures are introduced, they often reinforce existing racial/ethnic stereotypes. In this column, I would like to share one concept that I found helpful in addressing diversity in the classroom. Through my own work, I learned that the music with which students engage outside the classroom affords rich potential to discuss issues related to diversity. Inviting students to bring in music that matters to them helps them develop their own voices and to recognize and respect different voices, through which we acknowledge the complexity and multiplicity of how diversity plays out in human experiences.

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