Introduction—Hope, Well-Being, and Diversity in Teaching: Toward Fulfilling Visions

Teachers and teacher education are under siege nationwide; parents are concerned with increased testing, and the diversification of schools; teachers are under constant pressure to raise test scores, and at the same time to meet the needs of every child regardless of language, ethnicity, social clas...

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Bibliographic Details
Published inTeacher education quarterly (Claremont, Calif.) Vol. 39; no. 2; pp. 3 - 6
Main Author Faltis, Christian J.
Format Journal Article
LanguageEnglish
Published San Francisco California Council on Teacher Education 22.03.2012
Caddo Gap Press
Subjects
Children
Children & youth
Cultural differences
Curriculum Design
Language Acquisition
Learning
Multiculturalism & pluralism
Preservice Teacher Education
Rural areas
Schools
Social classes
Social justice
Student teachers
Students with disabilities
Teacher education
Teacher Educators
Teaching methods
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Summary:Teachers and teacher education are under siege nationwide; parents are concerned with increased testing, and the diversification of schools; teachers are under constant pressure to raise test scores, and at the same time to meet the needs of every child regardless of language, ethnicity, social class, and special needs. For Philip, this script allows for society to maintain a deficit view of minority children and youth, and it promotes a narrative that learning is entirely dependent on teachers, leaving issues of equitable funding of schools and equitable access to and distribution of resources out of the discussion.
ISSN:0737-5328