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Teacher educators from ten institutions and programs in the United
States, Canada, and Germany describe the ways in which they have
changed teacher preparation to more fully incorporate cooperative
learning concepts. Analytical commentaries on the programs
highlight the learning experience of these programs as well as
underlying issues of needed reforms in teacher education. Included
among best practices in education, cooperative learning may require
a shift in program philosophy and disciplinary areas to meet the
challenge of complex organizations and diverse student populations.
As the essays in the volume demonstrate, a new alignment of field
experiences to provide support for novices to implement cooperative
strategies, and to receive timely and effective supervision for
these attempts, may also be required.
Teacher educators from ten institutions and programs in the United
States, Canada, and Germany describe the ways in which they have
changed teacher preparation to more fully incorporate cooperative
learning concepts. Analytical commentaries on the programs
highlight the learning experience of these programs as well as
underlying issues of needed reforms in teacher education. Included
among best practices in education, cooperative learning may require
a shift in program philosophy and disciplinary areas to meet the
challenge of complex organizations and diverse student populations.
As the essays in the volume demonstrate, a new alignment of field
experiences to provide support for novices to implement cooperative
strategies, and to receive timely and effective supervision for
these attempts, may also be required.
This important book provides a unique merging of disability
studies, critical multiculturalism, and social justice advocacy to
develop both the knowledge base and the essential insights for
understanding and implementing fully inclusive education. Although
inclusion is often viewed in schools as primarily serving students
with disabilities, this volume expands the definition to include
students with a broad range of traditionally marginalised
differences (including but not limited to disabilities,
cultural/linguistic/racial background, gender, sexual orientation,
religion, and class). Chapters provide 12 key principles important
to developing and applying a critical perspective toward educating
diverse students and promoting equity and inclusion.
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