Legislative Appropriation for Minority Teacher Recruitment: Did It Really Matter?

Piercynski, Mary; Matranga, Myrna; Peltier, Gary L.

doi:10.1080/00098655.1997.10544198

Cited by 4 publications

(9 citation statements)

References 1 publication

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“…Students in well-designed bilingual programs acquire academic English at least as well as, and often better than, children in English-only programs (Krashen, 1997). Piercynski, Matranga, and Peltier (1997) found that having bilingual teachers is especially helpful for ELL students as they transcend language barriers.…”

Section: Lack Of a Systemic Articulated Ell Planmentioning

confidence: 97%

Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families

Good

Masewicz

Vogel

2010

Journal of Latinos and Education

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Section: Lack Of a Systemic Articulated Ell Planmentioning

confidence: 97%

Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families

Good

Masewicz

Vogel

2010

Journal of Latinos and Education

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“…Described experiences of minority student teachers when compared with Whites in student teaching; discussed how issues of race and difference get played out in field-based experiences. Kanpol, 1992Klassen & Carr, 1997Ladson-Billings, 1992Lipka, 1994Lipka, 1991McAlpine & Taylor, 1993Page & Page, 1991Pavel, 1995Pesek, 1993Pflaum & Abramson, 1990Piercynski, et al, 1997Quezada, et al, 1996 Personal history and empathy are critical in schools and are tied to the wider school/community culture. Minority group teachers are committed to social justice and to connecting with minority students.…”

Section: Survey and Data Analysismentioning

confidence: 99%

The Power of Their Presence: Minority Group Teachers and Schooling

Quiocho

Ríos

2000

Review of Educational Research

192

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This review focuses on the experiences of minority group teachers as they move into teacher credential programs and then into the teaching profession. Research reports published between 1989 and 1998 were considered if they focused on the experiences of preservice and in-service minority group teachers in public school contexts. After a descriptive synthesis provides a snapshot of the actual experiences of minority group teachers in schooling, a social justice framework is used to guide teacher educators and school-based professionals in their construction of robust recruitment and retention programs. This review demonstrates the power of the presence of minority group teachers but also demonstrates the obstacles to full realization of their potential. Perhaps the opportunity to imagine the possibilities of schooling in the context of making a real difference in students' lives is the catalyst minority group people need to enter and remain in the teaching profession.

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“…As numerous researchers have documented, barriers to culturally and linguistically diverse candidates in teacher training programs are substantial (Burant, 1999;Gonzalez, 1997;Hood & Parker, 1994;Pailliotet, 1997;Shen, 1998;Sleeter, 2002). Thus, traditional teacher education programs have largely proven ineffective as a means to recruit, retain, and graduate minority education majors in significant numbers (Beckett, 1998;Dandy, 1998;Piercynski, Matranga, & Peltier, 1997;Yasin & Albert, 1999).…”

Section: Introductionmentioning

confidence: 96%

“…Although this decade witnessed a small increase in culturally and linguistically diverse student enrollment in colleges and schools of education, representation of culturally and linguistically diverse teachers in school classrooms remained low (Bennett, 2002;Dandy, 1998;Piercynski, Matranga, & Peltier, 1997;Yasin & Albert, 1999). The decade of attempts to redress the imbalance also witnessed the attempts of alternative programs to mitigate the obstacles which exist in traditional programs (Dandy, 1998;Eubanks, 2001;Gonzalez, 1997;Quicho & Rios, 2000;Villegas & Clewell, 1998).…”

Section: Introductionmentioning

confidence: 97%

“…Throughout the 1990s, a wide variety of initiatives emerged, funded by public and private institutions, and state and federal government (Dandy, 1998;Piercynski, Matranga, & Peltier, 1997;Yasin & Albert, 1999). Although this decade witnessed a small increase in culturally and linguistically diverse student enrollment in colleges and schools of education, representation of culturally and linguistically diverse teachers in school classrooms remained low (Bennett, 2002;Dandy, 1998;Piercynski, Matranga, & Peltier, 1997;Yasin & Albert, 1999).…”

Section: Introductionmentioning

confidence: 97%

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Language Minority Teacher Preparation: A Review of Alternative Programs

Steeley

2003

Action in Teacher Education

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This article examines the elements critical to the success of alternative teacher education programs for culturally and Linguistically diverse teachers, and analyzes three categories of alternative programs. While such initiatives proliferated during the 1990s, study of essential elements reveals that only a few incorporate comprehensive strategies. Given the Highly Qualified Teacher requirements of the No Child Left Behind Act, understanding the structure of programs successful in recruiting and training culturally and Linguistically diverse individuals to become teachers is critical. This is even more urgent given the changing demographics of U.S. schools and the complexity of training majority culture teachers in culturally responsive pedagogy. Most promising programs reviewed include para educator to teacher pipeline programs, and alternative Licensing programs with extensive collaboration between Local educational agencies and institutions of higher education.

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Legislative Appropriation for Minority Teacher Recruitment: Did It Really Matter?

Cited by 4 publications

References 1 publication

Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families

Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families

The Power of Their Presence: Minority Group Teachers and Schooling

Language Minority Teacher Preparation: A Review of Alternative Programs

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