Preparing Nebraska Teachers to See Demographic Change As an准备内布拉斯加州教师看到人口变化.pptVIP

Preparing Nebraska Teachers to See Demographic Change As an Opportunity: Reflections on Immigrant Integration and the Role of Government, Communities, and Institutions April 28, 2007 Edmund “Ted” Hamann Jenelle Reeves Nebraska’s Students Are Changing, But Its Teachers Are Not A 459% increase in Hispanic student enrollment in K-12 from 1991 to 2006 (to 11.5% of Nebraska’s total K-12 enrollment) Five majority Hispanic school districts Less than 1% of K-12 teachers are Hispanic Hispanic enrollment in CEHS is 2.4% How Latinos are Faring in Nebraska Schools % Not meeting Neb. state writing standards The ITLE Project Goal: To engage preservice teachers in considering the implications of Nebraska’s demographic changes for their future professional practice. In fall of 2006, 10 practicing teachers and 44 undergrads participated in mentor groups. Mentors were recruited from TEAC 840D “Schooling in Demographically Transitioning Communities” and TEAC 890 “Teaching in Demographically Transitioning Communities.” Project Results Undergraduates engaged with texts (e.g., Gouviea, Carranza, Cogua 2005; Hamann, Zú?iga, Sánchez, 2006; Reeves, 2004), with videos (e.g., Hannah Meyer’s Escuela), and with mentors. They visited schools in Lincoln, Westside, Crete, and Norfork (and also corresponded with teachers in Lexington). They wrote reflection papers, and generated 93,000+ words of Blackboard reflections. Conclusions Initial skepticism/confusion --- Compliance --- Engagement/enthusiasm Mentors varied in their mentoring capacity (from fine to exceptional). Students varied in terms of prior experience with diversity and change, but none overtly chafed at class premises. The chance to interact with practicing teachers was an asset in both preservice courses. * * 8.26% 11.62% 15.33% White (not-H) 10.00 13.92% 18.19% All 22.61% 21.61% 27.50% Hispanic 11th grade 8th grade 4th grade Student type