WorldCat Identities

Dilworth, Mary E. (Mary Elizabeth)

Overview
Works: 24 works in 54 publications in 1 language and 2,157 library holdings
Genres: Abstracts  Academic theses  History 
Roles: Author, Editor, Other
Publication Timeline
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Most widely held works by Mary E Dilworth
Diversity in teacher education : new expectations by Mary E Dilworth( Book )

6 editions published in 1992 in English and held by 829 WorldCat member libraries worldwide

The increasing racial and ethnic diversity of classrooms in the United States presents a significant challenge to the next generation of teachers and to those responsible for their training. This book explains the steps teacher educators and policymakers must take in order to prepare a teaching force that is both culturally diverse and culturally aware. Following a preface by the editor, the volume is organized into 12 chapters: (1) "Restructuring for a New America" (Carlton E. Brown); (2) "Preparing Teachers for Culturally Diverse Classrooms" (Antoine M. Garibaldi); (3) "Countering Parochialism in Teacher Candidates" (Nancy L. Zimpher, Elizabeth A. Ashburn); (4) "Understanding the Dynamics of Race, Class, and Gender" (Donna M. Gollnick); (5) "Making Teacher Education Culturally Responsive" (Jacqueline Jordan Irvine); (6) "Learning To Teach Hispanic Students" (Ana Maria Schuhmann); (7) "Recruiting and Retaining Asian/Pacific American Teachers" (Philip C. Chinn, Gay Yuen Wong); (8) "Accommodating the Minority Teacher Candidate: Non-Black Students in Predominantly Black Colleges" (Johnnie Ruth Mills, Cozetta W. Buckley); (9) "Tapping Nontraditional Sources of Minority Teaching Talent" (Richard I. Arends, Shelley Clemson, James Henkelman); (10) "Changing School Culture To Accommodate Student Diversity" (Linda F. Winfield, JoAnn B. Manning); (11) "Diversifying Assessment: a Key Factor in the Reform Equation" (Leonard C. Beckum); and (12) "Restructuring for Diversity: Five Regional Portraits" (Sharon S. Nelson-Barber, Jean Mitchell). (Ll)
Being responsive to cultural differences : how teachers learn by Mary E Dilworth( Book )

9 editions published between 1997 and 1998 in English and held by 420 WorldCat member libraries worldwide

Educators get a comprehensive look at the state of teaching in the changing cultural mix of American education. The book draws skillful pictures of the challenges and opportunities facing teacher education faculty and students, as well as preservice teachers. This thoroughly researched volume considers the burgeoning issue of cultural responsiveness in teacher education. Contributing authors use rich descriptions and examples of how these new responses look and feel in practice. Real-life stories clarify perspectives and provide ideas on how to incorporate these lessons into teacher education courses. Being Responsive to Cultural Differences looks at how the educations of millions of students of color are affected by their nearly always white teachers. The chapter authors offer opinions and suggestions for teacher educators to encourage preservice teachers to construct and expand their own skills and techniques for teaching 21st century populations in ways that are cuturally responsive
Millennial teachers of color( Book )

1 edition published in 2018 in English and held by 153 WorldCat member libraries worldwide

"Millennial Teachers of Color explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately ninety million members and, of these, roughly 43 percent are people of color. This book, edited by prominent teacher educator Mary E. Dilworth, considers the unique qualities, challenges, and opportunities posed by that large population for the teaching field. Noting that a diverse teaching and learning community enhances student achievement, particularly for the underserved and underachieving preK-12 student population, Dilworth argues that efforts to recruit, groom, and retain teachers of color are out-of-date and inadequate. She and the contributors offer fresh looks at these millennials and explore their views of the teaching profession; focus attention on Latino/a millennials and their relation to schools and teaching; and consider how these young teachers feel about teaching for social justice. The book is intended to disrupt the current line of inquiry that suggests by simply increasing the number of teachers of color equity has been established. Readers will gain insights on this unique and valuable group of prospective and practicing preK-12 educators and understanding of the need for more contemporary approaches to recruitment, preparation, hiring, and placement"--
Reading between the lines : teachers and their racial/ethnic cultures by Mary E Dilworth( Book )

7 editions published in 1990 in English and held by 152 WorldCat member libraries worldwide

This monograph identifies for researchers and teacher educators important questions about the ways in which race, ethnicity, and culture influence teachers' motivations and intentions for teaching, as well as their expectations of their students and of their own professional lives. Chapter 1, "The Culture of Teachers: The Culture of Teaching," presents a general overview of common knowledge regarding the nature or culture of the profession and its participants, the generally accepted notions regarding teaching as an occupation, and the attitudes or needs that may prompt an individual to pursue this career. Chapter 2, "Studying Teachers' Racial/Ethnic Cultures," suggests that for various reasons, educational researchers have generally overlooked this line of inquiry, which holds promise for recruiting minority teachers, as well as explaining their performance and the achievement of children from these groups. Chapter 3, "The Teaching Population: Present and Future," provides a general description of the current and prospective teaching population and leads into chapter 4, a discussion of racial and ethnic differences in "Teacher Motivation, Rewards, and Incentives." Chapter 5, "Racial /Ethnic Cultures," provides a brief descriptive profile of the major minority groups in the United States, and is a reference for much of the discussion. A 7-page bibliography concludes the volume. (JD)
Teachers' totter : a report on teacher certification issues by Mary E Dilworth( Book )

2 editions published in 1984 in English and held by 143 WorldCat member libraries worldwide

Of course it matters : putting the National Commission report into action : a volume of essays in response to What matters most: teaching for America's future, a report of the National Commission on Teaching & America's future by National Commission on Teaching & America's Future (U.S.)( Book )

4 editions published in 1998 in English and held by 116 WorldCat member libraries worldwide

This volume of essays responds to What Matters Most: Teaching for America's Future, a 1996 report of the National Commission on Teaching & America's Future (nctaf). The report says that every child has the right to a caring, competent, and qualified teacher. As a result, politicians and educators strove to implement its recommendations in order to begin building an infrastructure of good teaching. The foreword to this volume (David G. Imig) suggests there is no need for another model program or demonstration project, but rather a systemic response that will enable novices to learn to teach more powerfully than before. The purpose of this volume is to examine efforts of leaders at each level of the educational enterprise as they consider nctaf report recommendations. Chapter 1,"Creative Solutions for Essential Change: Newark Public Schools," (Beverly L. Hall) discusses change and innovation, highlighting New Jersey's takeover of the Newark public schools. Chapter 2, "Audacious Goal or Deja Vu?" (Karen S. Gallagher) acknowledges the familiarity of nctaf recommendations but finds five major transformative changes that may be fruitful. Chapter 3, "Give and Take: nctaf and Indiana's Partnership," (Marilyn M. Scannell) provides a rationale for using the nctaf report to further one's own ends and discusses how to bring the new system of performance licensing to scale, emphasizing the importance of coalition building and adaptation of national agendas to fit local needs. Chapter 4, "Professional Development at the Center of School Reform," (Dennis Sparks) describes the National Staff Development Council's work to create standards providing a benchmark for accomplished practice that can guide professional development and school improvement. An afterword, "Building Capacity for 'What Matters Most'," (Linda Darling-Hammond) addresses the issues of developing organizational capacity, conducting efforts in a decentralized system, and conflicts arising from competing constitutencies and goals for education. (Contains 37 references.) (Sm)
Motivation, rewards, and incentives by Mary E Dilworth( Book )

4 editions published in 1991 in English and held by 98 WorldCat member libraries worldwide

Examination of factors that contribute to a sustained commitment to the teaching profession suggests that motivation is influenced by nationality, socioeconomic background, gender, and point in time. In general, minority teachers come from lower socioeconomic backgrounds and have greater access to teaching than to some other professions. Rewards and incentives play a key role in the level of satisfaction that teachers derive from their work. Teachers in general garner more satisfaction from intrinsic rewards, such as the fulfillment of having successfully contributed to the development of a child, than from extrinsic rewards such as compensation and position. However, differences exist among ethnic groups in general satisfaction: receipt of various types of rewards, orientation towards colleagues and individuals in authority positions, and desire to teach certain types of children. A significant indicator of teacher job satisfaction is length of service. Differing perceptions among ethnic groups with regard to discipline problems, the ability to achieve one's ideals, and potential burnout influence the decision to enter and remain in teaching. (Iah)
An overview of the preparation and certification of teachers working with Limited English Proficient (LEP) students by Kate Menken( Book )

2 editions published in 2001 in English and held by 88 WorldCat member libraries worldwide

This study combined survey data with qualitative analysis to explore the preservice preparation of teachers of English language learners (ELLs). The American Association of Colleges for Teacher Education disseminated surveys to member institutions and Web site users, examining the breadth and depth of preparation programs for such teachers. The National Clearinghouse for Bilingual Education compared survey findings to its analysis of both state level bilingual education teacher licensure requirements and the content of courses required by institutions for degrees/licensure in bilingual education. Licensure and course requirements were categorized by areas of knowledge, revealing that while typically emphasizing the areas of pedagogy and cultural/linguistic diversity, linguistics received less emphasis at both state and institutional levels. There was great variance in how states mandated requirements for bilingual education teacher licensure, though state requirements did impact institutions' programming. Programs varied in the depth of their coverage of areas of knowledge, with bachelor's programs more likely to cover studies within an area of knowledge through a broad overview or survey course combining various topics within one course. Very few higher education institutions offered programs that specifically prepared bilingual education teachers. Even fewer required preparation for mainstream teacher regarding ELL education
Professional teacher development and the reform agenda by Mary E Dilworth( Book )

2 editions published in 1995 in English and held by 86 WorldCat member libraries worldwide

To transform and revitalize education and to acquire the knowledge and skills needed to instruct and prepare all American students for the next century, teacher education and professional development have been designated as one of the National Education Goals (added to the original six in 1994). The goal suggests that practicing teachers are key to the transformation of schools. This digest identifies schools of education, teacher licensing, and teacher certification as areas integrally tied to enhanced teaching and therefore essential to professional development. Emphasis is placed on forging new relationships between schools and schools of education and focusing attention on professional development and the establishment of new regulatory policies for licensing and relicensing teachers. It is also pointed out that the term "teacher certification" has recently come to have the same meaning in education as it does in other professions--a designation of advanced practice in a specialized area, based on a voluntary system of application and assessment. The conclusion is that professional development must promote teachers' continuous learning, integrating new knowledge about teaching and learning within the social contexts in which teaching takes place. (LL)
Creating effective teachers : concise answers for hard questions by Suzanne M Wilson( Book )

1 edition published in 2003 in English and held by 32 WorldCat member libraries worldwide

This addendum addresses questions of interest to state education policy makers, also elaborating on questions posed in the original work. Issues examined include: the extent to which subject knowledge contributes to teacher effectiveness; the extent to which knowledge of pedagogical theory, learning theory, or child development contribute significantly to teacher effectiveness; the extent to which high-quality, field-based experience prior to certification significantly contributes to teacher effectiveness; whether the accreditation of teacher preparation programs contributes significantly to the likelihood that graduates will be effective and remain in the classroom; and whether there are alternate route programs that graduate high percentages of effective teachers. It also offers summary statements on such issues as: new teacher characteristics that contribute to teacher effectiveness; the impact of 5-year versus 4-year teacher education programs on teacher effectiveness and retention; whether requiring state certification for new teachers contributes significantly to teacher effectiveness; and whether institutional warranties for new teachers contribute to the likelihood of graduates being effective teachers. Two appendixes present summaries of research not included in the addendum and nominated literature not included in the review. (SM)
Accomplished teachers : institutional perspectives( Book )

1 edition published in 2010 in English and held by 11 WorldCat member libraries worldwide

Preparing vocational education teachers for the 21st century( Visual )

1 edition published in 1992 in English and held by 6 WorldCat member libraries worldwide

A panel of experts on technical education responds to taped interviews with administrators, faculty and students in technical preparation programs throughout the United States. Discussions center around the changing roles of teachers, reasons for restructuring teacher preparation programs and some of the benefits experienced by teachers who have implemented changes
An examination of precipitants in the decision to merge the District of Columbia Teachers College, Federal City College and Washington Technical Institute by Mary E Dilworth( )

2 editions published in 1981 in English and held by 3 WorldCat member libraries worldwide

Pk-12 Educational Leadership and Administration. White Paper by Mary E Dilworth( Book )

1 edition published in 2001 in English and held by 3 WorldCat member libraries worldwide

This paper discusses the crisis in U.S. school leadership. Two major components of this crisis are shortages of available school leaders and preparation of school leaders by schools, colleges, and departments of education (SCDEs). Much criticism has been leveled at SCDEs, which have historically prepared school leaders. However, the American Association of Colleges for Teacher Education (aacte) posits that SCDEs are capable of meeting the dual challenge of quality and quantity for the next generation of school leaders. The aacte and university-based programs are prepared to handle this challenge. SCDEs' mission and commitment to teacher education and to school leader preparation will not allow for anything other than a sustained effort in both areas. Educational leadership and administration in the academy is understood to be, and handled as, a subject discipline. SCDEs have the infrastructure in place to accommodate all of the necessary components of good professional development for pk-12 leaders. The aacte is in the position to move educational program agendas firmly toward necessary change. Aacte invites all informed partners to collaborate on such issues as broadening outreach and establishing partnerships, enhancing the presence and knowledge of diversity, and continuing contributions toward stronger accreditation and licensing standards. (Sm)
Educators of Color by Linda Darling-Hammond( Book )

1 edition published in 1996 in English and held by 3 WorldCat member libraries worldwide

This paper focuses on the need for, and the conditions necessary to maintain, a racially, ethnically, and linguistically diverse teaching force, stressing the importance of culturally responsive teaching. It begins by describing what can be accomplished through diverse learning communities. Next, it offers a comprehensive look at the demographics of the current and prospective teaching force, focusing on social reform, integrating cultural contextual knowledge in learning communities, and pedagogy and expectations. It goes on to discuss what has been documented as effective in the recruitment and retention of teachers from underrepresented communities (E.G., rewards and incentives), noting influences on the teacher supply and discussing the prospective teaching pool and who leaves teaching. It examines program trends, focusing on precollegiate recruitment, paraprofessional pathways, college recruitment, and mid-career recruitment. After citing state and privately funded programs which have had a genuine impact, the paper concludes with recommendations for guiding comprehensive initiatives in the future. (Contains approximately 195 references.) (Sm)
Adolescents and AIDS by Liane Summerfield( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

A brief overview is presented on the incidence of aids among the adolescent population. Some recommendations are included on promoting behavior change through educational intervention. References from the eric data base are included. (Jd)
Understanding the Black Teacher Through Metaphor by Anthony Lamar Brown( )

1 edition published in 2018 in English and held by 2 WorldCat member libraries worldwide

Correction to: Understanding the Black Teacher Through Metaphor by Anthony Lamar Brown( )

1 edition published in 2018 in English and held by 2 WorldCat member libraries worldwide

Accomplished teaching as a professional resource( Book )

2 editions published in 2010 in English and held by 2 WorldCat member libraries worldwide

Diversity in teacher education : new expectations ; Tab.( Book )

1 edition published in 1992 in Undetermined and held by 2 WorldCat member libraries worldwide

 
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Being responsive to cultural differences : how teachers learn
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Alternative Names
Dilworth, Mary Elizabeth 1950-

Languages
English (49)