Cognitive Differences in School-Aged Chilren

In 1987, the number of teachers of color decreased as the number of students of color increased (Perkins, as cited in Kailin, 1994, p. 170). This trend is expected to continue until the percentage of African American teachers drops to as low as 5 percent by the year 2000 (Perkins, as cited in Kailin, 1994, p. 170). This has brought about an increased focus on preparing teachers to teach a student body with a diversity in background (Banks, as cited in Tatto, 1996, p. 155; Zeichner, as cited in Tatto, 1996, p. 155). To further complicate the situation, Perkins (as cited in Kailin, 1994, p. 170) found that white candidates showed no desire to teach in the inner city schools, where the vast majority of the minority students are to be found. With so many teachers teaching students from cultures and backgrounds different from their own, the effect that their prior beliefs have on the students that they are teaching is important (Kailin, 199

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em the same attention that they have given to their white counterparts (Clarke, as cited in Kailan, 1996, pp. 170-71). In many cases, this lack of attention has resulted in low test results, with students fighting and winding up in prison. This stereotyping has been brought on by false beliefs about the students, and these beliefs tend to be self-perpetuating. So what is the solution? There are many differing answers to this question. Some believe that good teaching practices can teach anyone (Grant and Sleeter, as cited in Kailan, 1996, pp. 170-71). Others (Nieto, as cited in Kailan, 1996, pp. 170-71) suggest that teaching should emphasize the various backgrounds and cultures of the students. Collier (as cited in Cabello & Burstein, 1995, p. 285) suggests that the student should be looked at as a whole individual and that her needs and skills should all be taken into consideration as a plan is made to educate her. This plan takes into account the fact that the main difference between people is how they are treated (Kailin, 1996 p. 169). Teachers often assume that students have only one way of learning, and therefore only one way of teaching is needed. The traditional method of teaching is for the teacher to gi
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Some common words found in the essay are:
Cabello Burstein, African American, Harold Kelly's, , Schmitz Johnson, Grant Sleeter, Teacher Education, cabello burstein, cabello burstein 1995, Summer Examining, burstein 1995, March Anti-racist, September-October Examining, tatto 1996, cited cabello, cited cabello burstein, kailin 1994, teacher education, cited tatto 1996, pp 170-71, 1996 pp, 1994 170, cited tatto, burstein 1995 286, kailin 1994 170,
Approximate Word count = 2365
Approximate Pages = 9 (250 words per page)