No abstract

Curriculum Weaving uses multi-layered goal planning designed to activate the students' prior knowledge, connect the student to student competencies and encourage them to engage in professionally-based, project management activities that will cultivate effective professional in the field classroom teacher. The focus of weaving these elements together through a project based event fosters a shift to a more holistic and contextualized perspective of the learner. In our model of Curriculum Weaving, we see this process as one that describes the uniting of daily theoretical requirements, student lived experiences, and intangible skill sets into a larger perspective of learning as represented by holistic thinking. The following article describes the Curriculum Weaving Model as it was applied to a children's book author visit.

Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.

Using interviews, artifacts, email correspondences, and lesson plans collected from six white, female, preservice teachers during their student teaching, this chapter focuses on the stories that shaped their ideologies of the emergent bilingual children in their classrooms. The findings indicate the preservice teachers, while having diverse lived experiences, held some common majoritarian stories concerning English learners. In addition to those majoritarian stories already established in the field, there were three additional stories uncovered in this study that significantly influenced the ideologies of emergent bilingual students. The chapter concludes by encouraging teacher educators to unpack story and use it as a vehicle for addressing teacher ideology of emergent bilingual students.

Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.