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The CURA publications library is currently being digitized by the University of Minnesota Digital Conservancy. When the project is complete, the entire CURA publications library will be online and fully searchable. Unfortunately, during this process we are not able to honor individual requests for publications . Additionally, we no longer have physical copies of publications to send out.

New publications are digitized daily and the publications catalog on the CURA website is not automatically updated with links to scanned copies, so please search the CURA collection at the Digital Conservancy for the publications you are looking for:

Preparing Minnesota Teachers for Diverse Classrooms.

Author: 
Sato, Mistilina, Benjamin M. Jacobs, and Patricia G. Avery.

Minnesota's classrooms are more ethnically and culturally diverse than ever before, whereas the teaching force remains predominantly White, creating potential mismatches between the teachers' expectations and experiences and the students' cultural backgrounds. In January 2006, a team of researchers from institutions representing the three primary types of teacher-preparation programs in Minnesotaラthe College of St. Catherine (private colleges), Minnesota State University at Mankato (the Minnesota State Colleges and Universities system), and the University of Minnesota at Twin Cities (the University of Minnesota system)ラcreated the Minnesota Teacher Education Research Consortium (MNTERC) to better understand the teacher-preparation experiences that contribute to the instructional practices of teachers in Minnesota's increasingly diverse schools. As part of MNTERC's efforts, the authors sought to determine how well prepared Minnesota's program completers (i.e., first-year teachers) think they are to teach in ethnically and culturally diverse school and classroom contexts, what aspects of the teachers' background and experience are particularly helpful in preparing them for diverse educational settings, and what instructional strategies they report using as teachers with diverse student populations. This article reports on the researchers' findings.

Journal: 
CURA Reporter
Publication date: 
2008
Publisher: 
Minneapolis: Center for Urban and Regional Affairs (CURA), University of Minnesota.
Sponsor: 
Supported in part by a grant from CURA's Faculty Interactive Research Program. Additional funding provided by the dean's offices at the University of Minnesota, Minnesota State University at Mankato, and the College of St. Catherine, and by the Department of Curriculum and Instruction at the University of Minnesota.
Pages: 
38 (1): 23-29.
Online availability
Download from CURA: 
CURA call number: 
Reporter 38 (1)

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