Developing Teacher Diversity in Early Childhood and Elementary Education
This book explores the effects of the REACH program (Recruiting and Enlightening through Access to and Communication with High-need schools), a seven-year initiative devised to help find, attract, and prepare diverse teacher candidates interested in worki
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T he REACH P rogram A p p roac h
Stephen T. Schroth and Jason A. Helfer
Developing Teacher Diversity in Early Childhood and Elementary Education
Stephen T. Schroth • Jason A. Helfer
Developing Teacher Diversity in Early Childhood and Elementary Education The REACH Program Approach
Stephen T. Schroth Early Childhood Education Department Towson University Towson, MD, USA
Jason A. Helfer Illinois State Board of Education Springfield, IL, USA
ISBN 978-1-137-59179-1 ISBN 978-1-137-59180-7 (eBook) https://doi.org/10.1057/978-1-137-59180-7 Library of Congress Control Number: 2018934701 © The Editor(s) (if applicable) and The Author(s) 2018 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover illustration: © Richard Hylerstedt / EyeEm / Gettyimages. Printed on acid-free paper This Palgrave Macmillan imprint is published by the registered company Nature America, Inc. part of Springer Nature The registered company address is: 1 New York Plaza, New York, NY 10004, U.S.A.
Preface
Education, long seen as the great equalizer in American society, has been under almost constant assault for the past three decades, with demands for reform-addressing content, performance, and programming. Over the past 15 years, attention has turned from PreK–12 classrooms to include reforming how teacher education programs prepare future teachers for the classroom. Various reformers have insisted that teacher education programs have been a major cause of the lack of achievement of children in public schools, the achievement gap between Caucasian students and those from other backgrounds, and a host of other ills. Calls for reform of teacher education are by no means consistent—while various groups advocate for alternative certification programs, others push for increased time as part of traditional teacher preparation programs. One area where opinion is
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