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• W198877480 abstract "One of issues currently facing teacher educators is question of how to effectively prepare future teachers for an increasingly diverse student population. According to 1990 U.S. population census, there were over 22 million Hispanics in United States with their population nearly doubling every ten years (Manning & Baruth, 1996). By year 2020, students of color will make up 46% of student population in United States (Banks, 1991). Zimpher (1989) contended that majority of preservice teachers hold a limited cultural world view and a modest amount of culturally diverse experiences. The most effective teacher education programs with regard to pro-rooting cross-cultural literacy are those that actually immerse preservice teachers in other cultures in other nations for teacher internships (Stachowski and Mahan, 1995). In 1990, Bennett identified cultural immersion as mode for achieving highest level of cross-cultural awareness. Paese (1993) advocates such an approach by stating that students who participated in study abroad programs developed an appreciation of diversity and how to deal with differences that all teachers face no matter what setting. While implementing a study-abroad program, Osnes-Taylor (1994) noted that only through direct human-to-human contact did we stop thinking of people as representatives of groups and begin to respect them as unique individuals ... (p. 8). Providing preservice teachers with field experiences in diverse settings is one way to prepare them for an increasingly diverse elementary student population. The course of study in elementary teacher preparation at Ball State University requires completion of an early field experience in conjunction with a methods course each year during first three years of four-year program. The campus laboratory school and Muncie public schools provide early field experience placement sites for these freshman, sophomore, and junior year practica. Each practicum emphasizes a different aspect of teaching and contact time with children increases from eight hours during freshman and sophomore years to approximately forty-two hours during junior year. Because a multicultural education course is taught in conjunction with sophomore field experience, EDEL-M (Course registration code, EDEL represents elementary education and M represents Mexico) program was developed. This program affords preservice teachers option of completing their sophomore field experience requirement during summer semester in Monterrey, Mexico. Program enrollment is limited to twelve students per year and was first implemented in summer of 1994. In an effort to meet challenge of preparing teachers for an increasing diverse classroom environment, Ball State University is committed to offering several international study opportunities for students. As stated in university catalog (Ball State University, 1994), the university has a strong commitment to cultural diversity and international programs, (p. 2). While enrolled in EDEL-M, preservice teachers receive instruction regarding preparation and delivery of formal lessons to children living in a different culture. It is a life-experience preparation approach regarding elements and issues of multicultural education. Program Description Successful implementation of EDEL-M program involves coordination of services provided by Instituto Tecnologico Y De Estudios Superiores De Monterrey (ITESM) and American School Foundation De Monterrey (ASFM). Without cooperation of each institution, program would not exist. Following is a description of role each school plays in program. Contributions by ITESM Upon arrival at Monterrey airport students and director are met by a member of ITESM staff. Transportation is provided to an on-campus dormitory where EDEL-M group resides for duration theft five-week stay. …" @default.
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• W198877480 date "1996-12-22" @default.
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• W198877480 title "A Culturally Diverse Field Experience Setting for Preservice Teachers" @default.
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