Chapter Five: Absence of Color: How Higher Education Preparation Programs Are Sustaining Racism

RIP Jim Crow ◽  
2016 ◽  
Keyword(s):  
Higher Education ◽  
Preparation Programs ◽  
Higher Education Preparation

Developing a Practice of Cultural Awareness in Pre-Service Teachers by Promoting Positive Dialogue Around Diversity

2017 ◽  
pp. 267-280
Author(s):  
Allyson Leggett Watson
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Awareness ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Personal Connection ◽  
Inclusive Pedagogy ◽  
Cultural Conversation

Within higher education there are dynamic constructs surrounding discussions on race, gender and bias. Courses detailing inclusive pedagogy and university restructuring for diversity initiatives are at the forefront of higher education administration strategic planning. By drilling down into educator preparation programs, it is often assumed that the notion of conversations about diversity and teaching cultural awareness has long been a standard of practice. Solid educator preparation programs tout cultural awareness and assist in preparing teachers to effectively teach and serve in diverse school settings. This preparation allows for new teachers to feel secure in methods to meet the needs of learners through content and personal connection. This chapter will identify the strengths of a pre-service teacher preparation program designed to implement cultural conversation early in the baccalaureate program. The program is centered around learning strategies, techniques and pedagogical practices based on theoretical implications and class discourse relating to all areas of diversity.

A Case Study

2011 ◽  
pp. 326-338 ◽  
Author(s):  
Robert Elliott
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Education Program ◽  
Program Assessment ◽  
Teacher Preparation Programs ◽  
National Commission ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Executive Officers

We know that a nationwide shortage of highly qualified teachers exists, and not enough people are becoming teachers. We also know there are increasing demands for institutions to demonstrate a system of accountability through program assessment. As stated by the State Higher Education Executive Officers (2005), “The National Commission on Accountability in Higher Education believes improved accountability for better results is imperative, but how to improve accountability in higher education is not so obvious” (p. 4). Also, many teacher preparation programs are not accredited, and of the 1,300 teacher preparation programs that existed in 1999, only 38 percent were accredited through the National Council for the Accreditation of Teacher Education (NCATE) (The CEO Forum on Education & Technology, 2000, p. 3). While examining the effectiveness of the Teacher Education program assessment at the case institution, three convergent themes emerged.

Preparation of Leadership Personnel in Adapted Physical Education

1991 ◽  
Vol 8 (2) ◽  
pp. 128-135
Author(s):  
John M. Dunn ◽  
Jeffrey A. McCubbin
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Adapted Physical Education ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Systematic Analysis ◽  
Qualified Personnel

This paper presents data that document the need for additional leadership personnel in adapted physical education. A systematic analysis of the Chronicle of Higher Education, Dissertation Abstracts International, and the Physical Education Gold Book reveals that there is currently a discrepancy between the number of advertised positions in higher education and the number of available personnel to fill these positions. The delivery of appropriate personnel preparation programs in the area of adapted physical education is dependent upon the availability of well trained and qualified personnel. Observations are made on the type of training needed and recommendations for ensuring the availability of a qualified pool of applicants.

scholarly journals College Students with Disabilities Explain Challenges Encountered in Professional Preparation Programs

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Maureen E Squires ◽  
Brad Countermine
Keyword(s):  
Higher Education ◽  
United States ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
The United States ◽  
Professional Preparation ◽  
Literature Discussion ◽  
Preparation Programs ◽  
College Students With Disabilities ◽  
Comprehensive College

Throughout the United States, students with disabilities (SWD) are entering higher education in greater numbers than in the past; they also encounter barriers that negatively impact their college experience. This qualitative study explores the challenges of SWD at a public comprehensive college in the northeastern United States. Our research questions include the following: What are the internal and external challenges of college SWD in professional preparation programs? What might this mean for practice in higher education? In total, 541 participants completed an open-ended survey. Of this group, 45 participants disclosed having a disability, and 12 participated in follow-up interviews. Primary themes that emerged from this study include under- developed self-determination skills, lack of understanding (by SWD and faculty), the stigma associated with disabilities, and ineffective accommodations and support services. What follows is a review of relevant literature, discussion of findings, and presentation of implications for college SWD and professionals in higher education.

scholarly journals School principals’ preparation in Spain and in the USA: alignments between higher education and supranational recommendations

2020 ◽  
pp. 299
Author(s):  
Carmen Tortosa Álvarez
Keyword(s):  
Higher Education ◽  
Public School ◽  
International Organizations ◽  
School Principals ◽  
Preparation Programs ◽  
Public School Principals ◽  
Mandatory Training ◽  
Service Training ◽  
The Usa ◽  
Policies And Practices

 This article tackles one of the relevant issues related to the professionalization of school principals’ role: their pre-service training or, in other words, the mandatory training they receive before they can take the roles as public-school principals. The research conducted about the cases of Spain, and specifically the Region of Madrid, and the USA, and specifically the State of Washington, let us draft some conclusions on their policies and practices on this matter within these countries and regions. Also, the study of the recommendations by the international organizations selected leads us to further understand and explain the alignments between those recommendations and the real policies and practices on principals’ pre-service preparation programs in Spain and the USA. This article aims to serve education stakeholders to further develop their work towards the improvement of the professionalization of the school principals’ role.    

scholarly journals An Overview of Recreation and Parks Professional Preparation Programs in Higher Education

2000 ◽  
Vol 6 (1) ◽  
pp. 30-38
Author(s):  
Jennifer Y. M. MAK
Keyword(s):  
Higher Education ◽  
Professional Preparation ◽  
English Abstract ◽  
Future Research ◽  
Research Needs ◽  
Preparation Programs ◽  
Organizational Influences ◽  
Education Process

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this paper is to give an overview of recreation and parks professional preparation programs in higher education. This paper will (a) help to understand the framework of recreation and parks professional preparation programs, (b) discuss the factors which influence the professional preparation outcomes, and (c) help to identify future research needs. The discussion is based on the framework for studying professional preparation programs by Stack, et al. (1986). The key element of the framework for studying recreation and parks professional preparation programs is the recreation and parks professional preparation environment which was the product of external, internal and intra-organizational influences. The recreation and parks professional preparation environment influences the design of education process, which intends to achieve recreation and parks professional preparation outcomes.本文章旨在探討大專院校的康樂及公園管理專業課程，內容計有(a)幫助了解康樂及公園管理專業課程的架構；(b)影響專業發展的因素；及(c)策劃未來的研究路向。討論內容主要是以Stack (1986)等學者所倡導的架構作為參考，並分析各元素的內因和外因對專業課程的影響，從而建議康樂及公園管理專業課程在敎育範疇上的改革。

Using CAS Standards to Measure Learning Outcomes of Student Affairs Preparation Programs

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Dallin George Young ◽  
Steven M. Janosik
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Learning Outcomes ◽  
Clear Understanding ◽  
Preparation Programs ◽  
Student Affairs Preparation ◽  
Cas Standards ◽  
Recent Graduates ◽  
Level Student

A majority of recent graduates from master’s level student affairs preparation programs report having a clear understanding of 58 of 60 foundational learning outcomes derived from the Council for the Advancement of Standards in Higher Education (CAS) guidelines. While there were only two significant differences between selfreported learning of graduates from CAS compliant and non-compliant programs on 60 items, data suggest that recent graduates from CAS compliant programs report greater confidence in their preparation in 48 of the 60 outcomes presented in the questionnaire.

Sign in / Sign up

Export Citation Format

Share Document