ERIC Number: ED343889
Record Type: Non-Journal
Publication Date: 1991-Dec
Reference Count: N/A
Teaching Diverse Students: Cases and Commentaries. Instructor's Guide.
Mesa-Bains, Amalia; Shulman, Judith H.
This instructor's guide has been developed to help teacher educators and staff developers use the cases in "Teaching Diverse Students: Cases and Commentaries" in preservice and inservice seminars. It promotes the use of discussion methods as a vehicle for engaging teachers and students in analysis of real-life situations. These teacher-written cases describe problems that all inner-city teachers face and bring to the surface many of the challenges of multiculturalism in the classroom. Often the narratives deal with culturally sensitive issues that are taboo to discuss in public. This volume provides an analysis of these issues and offers a structure for groups to discuss them in a safe and constructive environment. The guide is organized to help instructors facilitate case discussions. It begins with an introduction that offers general suggestions for preparing case analysis and examines effective group processes. The main section, "Teaching Notes," provides an in-depth analysis of each case and a suggested discussion outline. The teaching notes are designed to help facilitators prepare each case discussion and serves as a basis for narrative interpretation. Two tables are appended: the first compares background information of case contributors, and the second compares critical features across cases. (Author/LL)
Descriptors: Case Studies, Cultural Awareness, Discussion (Teaching Technique), Elementary Secondary Education, Group Dynamics, Higher Education, Inner City, Inservice Teacher Education, Multicultural Education, Preservice Teacher Education, Seminars, Teacher Developed Materials, Teacher Workshops, Teaching Guides, Urban Problems
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.