91ĢĘ²®»¢ from Peabody College faculty membersĀ Donna Ford andĀ Rich MilnerĀ about historically persistent yet unresolved issues in teacher education was featured inĀ Studying Diversity in Teacher Education, released by theĀ American Educational 91ĢĘ²®»¢ AssociationĀ (AERA) in January.
In the book, Ford and co-authorĀ MichelleĀ Trotman ScottĀ of the University of West GeorgiaĀ examine how to prepare teacher education candidates to work with students with disabilities and gifts and talents.
āToo few teachers are prepared to work with African-American students in need of special education or gifted education services,ā said Ford, a professor of special education who focuses on gifted education with an emphasis on minority children and youth. āWhen students with special or unique needs fail to have teachers who are culturally responsiveānon-discriminatory, equity-minded, and committed to their studentsāa lose-lose situation ensues in which students, teachers and the larger society pay a hefty price.ā
āTeacher educators must equip their students to be culturally competent,ā Ford continued. āI donāt think we have a choice to do otherwise.ā
Milner shared his research on successful efforts in teacher education to diversify teachers.
āAs the nationās schools become increasingly diverse with students, teacher education programs are challenged and charged to diversify the teaching force,ā Milner, an associate professor of education who studies urban education, teacher education, and race and equity in society and education, said.
āTeachers in the U.S. remain overwhelmingly white and middle class, and research suggests that studentsā social and academic performance improves when they are taught by a diverse group of teachers. While the urgency and need to diversify teachers is well-known, moderate progress is being made. Students of colorānamely African American and Latino students, English language learners, and those living in poverty, especially, are those who suffer most from this lack of diversity.ā
Milner co-authored his chapter withĀ Christine E. SleeterĀ of California State University, Monterey Bay.
Ford and Milner are two of 31 contributing scholars who provide research on diversity in teacher education and demonstrate how research can inform its consideration. The book features three main parts in 20 chapters that encompass historical, current and future perspectives on diversity in teacher education research.
Additional information on Studying Diversity in Teacher Education can be found at .