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The Relationship Between the National Survey of Student Engagement Scores and Persistence Data from the Freshman Year to the Sophomore Year among Georgia Southern University Students
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In: Electronic Theses and Dissertations (2013)
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| 3 |
Beyond PRONADE: NGOs and the Formal Education Sector in Guatemala
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In: Master's Capstone Projects (2012)
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Analyzing an Urban University's Diversity Dilemma
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In: Teacher Education Faculty Publications (2007)
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Abstract:
Lack of diversity in the teaching force is proving to be a grievous problem for our country. Across the nation the percentage of teachers of color in our schools remains stagnant as the percentage of students of color increases (Gay, Dingus & Jackson, 2003; Gordon, 2000; Gursky, 1999). Councils have been convened and conferences held to confront the issue (National Collaborative on Diversity in the Teaching Force, 2004). This disparity between the supply and demand for a diverse teaching force not only violates our standards of equity, it also appears to have a deleterious effect on achievement of students, particularly those of color (Gay, Dingus & Jackson, 2003; Hurtado, 1996). Growing awareness of this problem is strengthening the resolve of many educators to find ways to recruit persons of color to the teaching force in their region or community. The problem proves to be more complex than meets the eye, however. The causes are deeply rooted, requiring careful analysis of the cultural character of each specific community (Gordon, 2000). An additional complication stems from the fact that the majority of the United States teachers and administrators are of European descent, and may have little insight into the reasons young people of color don't select teaching as a career. Without that understanding, it is difficult for them to create successful programs to recruit people of color.
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Keyword:
and Multicultural Education; and Research; Bilingual; Diversity; Education; Educational Administration and Supervision; Educational Assessment; Evaluation; Lack of Diversity; Multilingual; National Collaborative on Diversity in the Teaching Forces; Recruiting Diverse Teachers; Social and Philosophical Foundations of Education; Students of Color; Teacher Education and Professional Development; Teachers of Color; Teaching; Urban Education
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URL: https://digitalcommons.unomaha.edu/tedfacpub/20
https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1019&context=tedfacpub
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| 5 |
Linguistic evaluation of terrorist scenarios: example application.
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| 6 |
Estimating Terrorist Risk with Possibility Theory
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In: Other Information: PBD: 30 Nov 2004 (2004)
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