Barbara C. Cruz

Cross-Cultural Simulations in Teacher Education: Developing Empathy and Understanding

Teacher training programs have recognized the importance of preparing future teachers for the unique opportunities and challenges that our multicultural societies and world provide. One method that is useful in sensitizing teachers to issues of diversity is cross-cultural simulations. By using kinesthetic and affective modes of learning, simulations encourage students to analyze and reflect through experiential learning. When cross-cultural simulations are included in a holistic teacher education program that includes discussions, modeling, field experiences, and observations, they can provide meaningful opportunities for developing cultural awareness and understanding.

Professional Dispositions: What's a Social Studies Education Professor to Do?.

Recent changes in accreditation standards now require professors to systematically assess whether a teacher candidate actually possesses a “disposition” appropriate to the profession. This new mandate from accreditation bodies is controversial on a number of fronts. As social studies educators in particular, we like to think of ourselves as especially attentive to issues such as individual differences and rights, indoctrination, prejudice, intolerance, freedom of expression, maturation, and the worth of the individual—all of which are potentially raised by the NCATE and NCSS mandates. And as a practical matter, it places new stresses on the role of professors as both mentors and gatekeepers. In this article, two social studies teacher educators provide an overview of current theory and debate regarding dispositions, an assessment of practical problems associated with the accreditation accountability mandates, and—in spite of the persistent problems associated with defining and assessing dispositions—offer one successful model for evaluating teacher candidates’ professional dispositions that has been implemented in a social studies education program.

Role-playing in science education: An effective strategy for developing multiple perspectives

Five young women are up at the front of the college classroom, and their 25 classmates are attentive to the goings on. One steps behind the lecture podium as the others take their spots in chairs set in a row. The woman behind the podium announces that this is “The Oprah Show,” and then proceeds to initiate a conversation with her scientist guests. The participants are self-possessed and serious, picking up on each other’s comments to describe their unique lives and perspectives. They are in agreement in their responses to the question of today’s show, “Who does science?,” although their expertise ranges from primatology to cancer research, robotics, and environmental activism. Their unanimous conclusion: “Anyone who has a question that she is passionate about can be a scientist.”

Swimming Not Allowed: Teaching about Segregated Public Beaches and Pools

Introducing students to the segregated history of Americas public beaches and pools can provide teachers with a novel approach to the study of racism in U.S. history. While most students are aware of segregation in housing, schools, and theaters, many are surprised to learn about the segregated history of Americas public waters. This article provides a brief history of Americas segregated public beaches and pools using Florida as a case study, offers pedagogic strategies, and presents resources that are helpful for teaching about this important period in U.S. history.

The road to collaborative and integrated education: Success and struggle in a university classroom

Abstract Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.