Peer reviewedERIC Number: EJ601273
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1056-7879
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Available Date: N/A
Discomfort Zones: Learning about Teaching with Care and Discipline in Urban Schools.
Groulx, Judy; Thomas, Cornell
International Journal of Educational Reform, v9 n1 p59-69 Jan 2000
Multicultural principles, discipline, and curriculum theory should be integrated and revisited across the teacher-education program via case studies, portfolio assessment, and field experiences. Authors deplore prescriptive, procedural approaches to teaching and value ongoing faculty/student conversations, university alliances with "best" teachers and principals, and trust in children's power. (Contains 64 references.) (MLH)
Descriptors: Case Studies, Cultural Differences, Curriculum, Discipline, Diversity (Faculty), Diversity (Student), Elementary Secondary Education, Field Experience Programs, Higher Education, Minority Groups, Multicultural Education, Portfolio Assessment, Professional Development Schools, Schools of Education, Teacher Education, Teacher Educators, Teacher Student Relationship, Teaching Methods, Urban Schools
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
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Authoring Institution: N/A
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Author Affiliations: N/A
