 |
Access for All
| |
| | Unformatted Document Text:
Access for All
“Access for All” is designed to provide students access to careers in education, assisting minority students in transitioning from high school, to community college, and to the university.
Section I: Content A. Statement of the issue: Clearly state the issue that focuses your presentation, provide relevant background, and place the problem in a broader academic context. The public school student population continues to diversify. In contrast, the public school teaching population is becoming less so. Over the last decade, collaborative efforts between public schools and universities have fostered programs that linked students to careers in education through the use of scholarships, mentoring, and a streamlined application process. This program, “Access for All” seeks to build on efforts made in the last decade to create a tighter network of support, with the intent of attracting students to a career in education. The basis of the program is an articulation agreement between community colleges and four year universities across the state of Maryland. This agreement allows students seamless matriculation if they major in teacher education. With this structure in place, an additional link can be made to high school students enrolled in Teacher Academies. “Access for All” describes a series of events and activities that make connections for students across these institutions, thereby strengthening the network of support and institutionalizing the process.
B. Literature review: Provide a synthesis of the literature or knowledge base related to your topic; highlight competing hypotheses or major schools of thought.
Minority teachers are important as role models, as translators of cultural differences, and often as bilingual instructors (Piercynski, 1997). Among the Hispanic population, a fifty percent drop out rate is common. Typically, the opportunities of college are seen as out of reach by these groups, either due to a lack of basic skills, the cultural and gender expectations of their families, or a lack of financial resources (Bains, 1994). Because of these underlying cultural issues, partnership efforts among institutions of higher education and school systems must focus on identifying students early, and nurturing them as potential teacher candidates (Dilworth, 1992). In Maryland, minority teachers accounted for 338 (14 percent) of the 2,497 graduates of teacher education programs. In 2001, minorities accounted for 421 (18 percent) of the 2,332 graduates of teacher education programs. The number of minority graduates from teacher education programs has increased, while the total number of graduates has decreased (Bolich, 2003). It is interesting to note that the efforts of the late 90’s have resulted in some progress in increasing the numbers of minority teachers. However, the Maryland data indicates that results are mixed, as the total number of graduating teachers has
1
|
| | Authors: Andes, Laurie. and Geleta, Nomsa. |
|
| |
|
|
Access for All
“Access for All” is designed to provide students access to careers in education, assisting
minority students in transitioning from high school, to community college, and to the
university.
Section I: Content
A. Statement of the issue: Clearly state the issue that focuses your presentation,
provide relevant background, and place the problem in a broader academic context.
The public school student population continues to diversify. In contrast, the public
school teaching population is becoming less so. Over the last decade, collaborative efforts
between public schools and universities have fostered programs that linked students to
careers in education through the use of scholarships, mentoring, and a streamlined
application process. This program, “Access for All” seeks to build on efforts made in the
last decade to create a tighter network of support, with the intent of attracting students to
a career in education. The basis of the program is an articulation agreement between
community colleges and four year universities across the state of Maryland. This
agreement allows students seamless matriculation if they major in teacher education.
With this structure in place, an additional link can be made to high school students
enrolled in Teacher Academies. “Access for All” describes a series of events and
activities that make connections for students across these institutions, thereby
strengthening the network of support and institutionalizing the process.
B. Literature review: Provide a synthesis of the literature or knowledge base
related to your topic; highlight competing hypotheses or major schools of
thought.
Minority teachers are important as role models, as translators of cultural
differences, and often as bilingual instructors (Piercynski, 1997). Among the
Hispanic population, a fifty percent drop out rate is common. Typically, the
opportunities of college are seen as out of reach by these groups, either due to a lack
of basic skills, the cultural and gender expectations of their families, or a lack of
financial resources (Bains, 1994). Because of these underlying cultural issues,
partnership efforts among institutions of higher education and school systems must
focus on identifying students early, and nurturing them as potential teacher
candidates (Dilworth, 1992).
In Maryland, minority teachers accounted for 338 (14 percent) of the 2,497
graduates of teacher education programs. In 2001, minorities accounted for 421 (18
percent) of the 2,332 graduates of teacher education programs. The number of
minority graduates from teacher education programs has increased, while the total
number of graduates has decreased (Bolich, 2003).
It is interesting to note that the efforts of the late 90’s have resulted in some
progress in increasing the numbers of minority teachers. However, the Maryland
data indicates that results are mixed, as the total number of graduating teachers has
1
|
|
 Convention | | All Academic Convention is the premier solution for your association's abstract management solutions needs. | | Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. | | Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! | | Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! | | Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. | | Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! | | Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! | | Click here for more information. |
|
|
|
| |
|
|
|
Page 1 of 4 
