Teacher Training to Meet the Needs of an Increasingly Diverse Midwestern USA Student Population
This paper will address how to train teachers to meet the needs of a diverse and changing Midwestern school population. What skills and dispositions do teachers of the future need to be effective? How realistic is it to expect teachers to meet the needs of an increasingly diverse school population? What strategies are effective and required if education majors have a limited personal experience of diversity? Specific reference will be made to how diversity in the classroom impacts on teacher training in a small liberal arts college in Iowa. Statistical sources will include data documented by The State of Iowa.
||Teacher Training, Teaching Strategies and Diversity, Teacher Dispositions and Diversity, Diversity in the Classroom, Student Demographics and Diversity, Iowa, USA
International Journal of Diversity in Organizations, Communities and Nations, Volume 10, Issue 2, pp.319-330.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 614.700KB).
Assistant Professor of Education, Education Department, Central College, Pella, Iowa, USA
Alida Droppert has been a faculty member at Central College, Pella, Iowa since 2007. Prior to this she worked in International Schools in Bulgaria; Jakarta, Bandung, Sumbawa, Indonesia; Kaohsiung, Taiwan; Budapest, Hungary; and Lusaka, Zambia. Alida is British and originates from Chester, England. She began her teaching career in UK as a High School and Middle school teacher. Her teaching credentials are from the University of Chester. She gained her M.A. and Ph.D. from Michigan State University, USA. She has a diverse background and experience of teaching students in the British, American and Australian educations systems. Her interests are varied including reading for pleasure, active participation in sports - tennis, skiing, running, swimming and a supporter of the arts - ballet, theater and music.
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