A study of the effectiveness of the school-university partnership aimed at recruiting and training minority teachers.
Written in 2002; 7,302 words; 16 sources; MLA; $ 162.95
Paper Summary:
This paper presents a project that attempts to define the status of minority teachers in the American educational system and to evaluate the effectiveness of the school-university partnership which aims to increase the number of minority teachers available by providing recruitment and training. It examines how the supply of minority teachers is low and the benefits to the educational system of having them include using them as role models, as counselors to students of their own race/ethnicity, to break many white students out of cultural isolation and to provide input into educational reform.
Outline
Background and Definition of the Issue
Review of the Literature
Nature of School-University Minority Teacher Recruitment and Training Programs
Types Of School-University Minority Teacher Recruitment and Training Programs
Effects Of School-University Minority Teacher Recruitment and Training Programs
Summary
Methodology
Research Approach
Data Gathering Procedures
Data Analysis Procedures
Analysis of the Data
Findings
Interpretations
Implications
Summary, Conclusions and Recommendations
References
From the Paper:
"The numbers of non-white teachers and education majors in America are well below what might be expected on the basis of population norms (Osler, 1997). This despite the fact that there are several good reasons for expanding the numbers of minority teachers in public schools. First, minority teachers serve as positive role models for non-white students (Brooks, 1987); this is an important consideration in light of the fact that students of color comprise over 74 percent of urban public schools in America's ten most populous cities (Council of Great City Schools, 1998)."
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