دانلود کتاب Creating Culturally Competent Teachers in Higher Education: As a Consequence of Cultural Immersion

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Contents
About the Authors
List of Tables
1 Culturally Diverse Communities
1.1 Culture & Humans
1.2 Community Needs in the United States
1.3 Parent Involvement and Academic Success
References
2 Truth, Racial Healing, and Transformation (TRHT) on College Campuses
2.1 Ongoing Workshops on Topics Related to Cultural Diversity Equity and Inclusion for All Members
2.2 Mandatory Orientation for All Faculty, Staff and Incoming Students on Diversity, Racism, Equity and Inclusions
2.3 Raise Awareness for Critical, Company-Specific Diversity, Equity and Inclusion Goals
2.4 Improve Workplace Inclusion
2.5 Increase Cultural Sensitivity and Intelligence Among All Parties Through Ongoing Dialogues in Community Forums
2.6 Promote Changes in Course Curricula to Allow Space for Exploration of Diversity, Equity, and Inclusion
2.7 Dedicate Focused Efforts Towards Growth and Development Through Established Diversity, Equity, and Inclusion Councils
2.8 Promote Equity Best Practices
References
3 Tri-Fold Multicultural Model: A Cultural Immersion Approach
3.1 Why the TFM Model?
3.2 Engineering of the High Needs Multicultural Community
3.3 Understanding the Different Models
3.3.1 Understanding the Different Teaching Models
References
4 Attitudinal Changes Among Teacher Candidates: The Power of the TFM Model
4.1 Introduction
4.1.1 Culturally Diverse Communities
4.1.2 Teacher Education Programs
4.2 Purpose and Overview
4.2.1 Methodology
4.2.2 Participants
4.3 School of Education: Undergraduate Enrollment Fall 2018
4.3.1 Methodology
4.3.2 Findings 1—Shifts in Beliefs and Assumptions
4.3.3 Finding #2—Rejection of Learned Stereotypes
4.3.4 Finding #3—Teacher Candidates Developed Deeper Cultural Responsiveness that Will Have a Positive Impact on Their Effectiveness as a Teacher.
4.3.5 Finding #4—Two-Way Transformational Learning and Growth
4.4 Recommendations for Practice
4.5 Limitations
4.6 Future Study
4.7 Conclusion
References
5 Higher Education and Community Based Partnerships During COVID-19: A Case Study of the VIRTUAL P.E.A.C.E. Afterschool Program
5.1 Defining Variables for the VIRTUAL P.E.A.C.E. Experience
5.1.1 The P.E.A.C.E. Afterschool Program, Inc.
5.1.2 The VIRTUAL P.E.A.C.E. Afterschool Program Partnership
5.2 Methodology
5.2.1 Findings
5.3 Future Teacher Voices: Lessons Learned
5.4 Future Teacher Voices-Alignment with the CEC Standards
5.4.1 Future Teacher Voices-Teacher Background
5.4.2 Future Teacher Voices-Instructional Planning and Preparation
5.4.3 Future Teacher Voices-CEC Standards
5.4.4  Future Teacher Voices-Reflection
5.5 Future Teacher Voices-Conclusion
5.6 Discussion
5.7 Future Directions
Appendix
Flyer for the Students
Schedule for Pilot and June Programming
Reflective Email
References
6 Student and Teacher Candidate Experiences During the COVID-19 Pandemic
6.1 Pandemics and Community Needs
Reference
7 Stories of Transformation
7.1 Voices of Student Observers and Future Teacher Candidates During COVID-19
7.2 Voices of Current Teachers During COVID-19