Educational Equity: The Integration of Equity into Preservice Teacher Education Programs.
MF01/PC03 Plus Postage. *Equal Education; Ethnic Groups; *Foundations of Education; Higher Education; Individual Differences; *Multicultural Education; *Nondiscriminatory Education; "Preservice Teacher Education; Program Development; Teaching Methods; Womens Education This volume of papers, written by professors of education, an administrator, and a clinical psychologist, illustrate how the concept of equity can be woven into the professional components of teacher education. In "A Matter of Linkage: Multicultural Education and Educational Equity," Martha E. Dawson maintains that multicultural education is an educational conglomerate with links to a number of equity issues. Patricia Bidol, in "A Preservice Model for Multicultural Education" and "Preservice Student Teaching Model for Multicultural Education," describes six phases for developing and testing a preservice model for multicultural education. Eugene F. Provenzo, Jr., lists brief statements and suggested lecture topics in educational equity for introductory education courses in his article, "Educational Equity and the Social Foundations of Education." "Cultural Diversity, Psychology, and Learning," by Roger L. Collins, acquaints the reader with some of the concepts of educational equity that relate to the study of educational psychology. Consuelo Nieto's article, "Multiculturalism and the Methodology of Teaching," outlines the general processes and content that can be adapted to any teacher preparation program that is incorporating multicultural and equity concepts into its curriculum. Brief bibliographies for further reading are appended to each paper. A section defining terminology related to multicultural education is included. (CJ) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. **********************************************************************
Task orientation versus social orientation in young children and their attention to relevant social cues.
RUBLE, DIANE N., and NAKAMURA, CHARLES Y. Task Orientation versus Social Orientation in Young Children and Their Attention to Relevant Social Cues. CHILD DEVELOPMENT, 1972, 43, 471-480. This study examined how relevant cues given by an experimenter might differentially affect the performance of task oriented versus socially oriented children on 2 games. On the basis of past research, 2 independent variables were chosen: field dependence-independence and sex. It was expected that field-dependent children and girls would tend to be more socially oriented and therefore more responsive to social cues, while field-independent children and boys would tend to be more task oriented and therefore less responsive to social cues. The results supported the expectations regarding field dependenceindependence but failed to support those regarding sex differences.
Neurorehabilitation: A Disciplined Disciplining Discipline
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