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ERIC Number: ED342870
Record Type: Non-Journal
Publication Date: 1991-Oct
Pages: 19
Abstractor: N/A
Reference Count: N/A
New Teachers in California's Language-Diverse Metropolitan Classrooms: Findings From an Initial Study.
Dianda, Marcella R.
A study was done of novice teachers in California's public education system to examine how well they function in the language diverse metropolitan classrooms. Fall and Spring surveys were administered to 1,368 new teachers, and Spring surveys were administered to the directors of induction projects in which the new teachers participated. Findings confirm the gap that exists between the racial, ethnic, and linguistic diversity of the new teachers and that of their students. The new teachers were less diverse than the students they teach, and very few of the teachers held teaching credentials or certificates that qualified them to teach in language-diverse classrooms. Although most of the teachers had had some preservice and college training relating to teaching in diverse classrooms, only a few rated that training has prepared them well for such assignments. The teachers reported that training did not focus on specific instructional strategies. Training during the initial teaching years focused on five key areas: (1) understanding and use of students' native language; (2) promoting students' English language development; (3) adapting curriculum and instruction to meet diverse students' needs; (4) promoting student interaction; and (5) conducting outreach to students' parents. Included are five tables and 14 references. (JB)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Far West Lab. for Educational Research and Development, Berkeley, CA.; Southwest Regional Lab., Los Alamitos, CA.
Identifiers - Location: California