Cross‐cultural field placements: Student teachers learning from schoolsandcommunities

Supporting Students Living Below the Poverty Line

“…The second step in becoming poverty-responsive is for educators to deepen their knowledge of community context by working closely with local communities from which students enter school and to which students return after school (Stachowski & Mahan, 1998;Zeichner, 2010). As Boutte and Johnson (2014) argued, effective engagement of students, families, and communities necessitates a participatory approach to community engagement that includes a willingness to learn from and with communities.…”

“…The concept of immersion distinguishes community immersion from community service or service learning in important ways. Particularly, community immersion involves longer-term (months-long), meaningful engagement with a wider variety of community stakeholders and anchor institutions than do community service and service-learning programs (Stachowski & Mahan, 1998). Engaged community stakeholders can include, for example, families, non-profit organizations (including afterschool programs), community advocates/activists, business owners and employees, and faith-based institutions (Stachowski & Mahan, 1998;Waddell, 2013).…”

“…Particularly, community immersion involves longer-term (months-long), meaningful engagement with a wider variety of community stakeholders and anchor institutions than do community service and service-learning programs (Stachowski & Mahan, 1998). Engaged community stakeholders can include, for example, families, non-profit organizations (including afterschool programs), community advocates/activists, business owners and employees, and faith-based institutions (Stachowski & Mahan, 1998;Waddell, 2013). This community engagement can take several forms including volunteering in the community; conversing with employees while patronizing community businesses; attending community events that address sociopolitical, educational, or economic issues; and/or residing within the community.…”

Clinical Model Highlighting the Importance of Innovative ESL Strategies in Early Field Placement Classes Teaching ELL Middle Level Students

“…Similar, shorter programs had proven successful in the past. (Stachowski & Mahan, 1998;Wiest, 1998 practice. Principles of Learning is a six credit clinically based course that examines how aspects of learner language, culture, prior knowledge, and experience influence the learning process in the school setting.…”

Pre-service English Teachers’ Perceptions of an Overseas Field Experience Programme

“…They should have knowledge about the similarities and differences of different cultures (Stachowski & Mahan, 1995). Therefore, it is recommended that cross-cultural field experience should be incorporated into teacher training programmes so as to equip student teachers with knowledge, skills, and techniques to teach students with diverse backgrounds (Stachowski & Mahan, 1998).…”