ERIC Number: ED426971
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Culturally Responsive Teachers Inform the Reform Agenda: Recommendations for Policy and Practice.
American Association of Colleges for Teacher Education, Washington, DC.
This monograph presents information from the American Association of Colleges for Teacher Education (AACTE)-MetLife Institute on Culturally Responsive Practice. The Institute brought together 34 practicing P-12 teachers from 21 states and U.S. territories to read, reflect on, and share their ideas about what it means to teach in diverse classrooms and to think about the policy implications of their conversations. The teachers (MetLife fellows) worked with national scholars to develop a set of recommendations for policymakers to consider in the areas of: (1) practice and pedagogy, (2) curriculum reform, (3) social context, (4) content standards and student assessment, and (5) professional development. The monograph lists the 1997-1998 MetLife Fellows and includes a brief biography on each individual. It also briefly describes the six resource kits the Fellows received during the course of the Institute and describes in detail one piece in order to offer an example of the materials provided and the issues addressed in the exchanges. Finally, the monograph offers detailed biographies on the Institute's seven exchange facilitators. (Contains 11 references.) (SM)
Descriptors: Course Content, Cultural Awareness, Cultural Differences, Cultural Influences, Cultural Relevance, Curriculum Development, Diversity (Student), Educational Change, Educational Quality, Elementary Secondary Education, Professional Development, Social Environment, Student Evaluation, Teaching Skills
AACTE Publications, 1307 New York Avenue, NW, Suite 300, Washington, DC 20005-4701; Tel: 202-293-2450; Fax: 202-457-8095; Internet: http://www.aacte.org
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Metropolitan Life Foundation.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.