1701 S Broadway St, Pittsburg, KS 66762, USA
Etta R. Hollins received a Bachelor of Science at Pittsburg State University in 1964.
Austin, TX 78712, USA
Etta R. Hollins earned a Doctor of Philosophy at the University of Texas at Austin in 1983.
University of Washington, Seattle, Washington, United States
Etta R. Hollins got a Master of Education at the University of Washington in Seattle 1972.
2018 AERA Fellows: Etta Ruth Hollins
(This book presents current knowledge about teaching cultu...)
This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation’s public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.
(The intention of this book is to engage educators in tran...)
The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process: What should be the purpose of schooling in a culturally diverse society?
(Challenging educators to better understand themselves and...)
Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent.
(The editors have gathered together some of the top resear...)
The editors have gathered together some of the top researchers in teacher education to explore both the theoretical parameters and practical dimensions of transforming teacher education programmes to educate teachers for diversity. The programmes outlined in these chapters address the necessity of providing preservice teachers with learning experiences that will help them facilitate learning in culturally and linguistically diverse school settings.
(This text is designed to help preservice and in-service t...)
This text is designed to help preservice and in-service teachers identify pathways to productive teaching and learning for students from culturally and experientially diverse backgrounds. To better serve an increasingly diverse population, teachers need to be competent in selecting and developing culturally responsive curricula and instructional approaches that better facilitate learning for all students. They must be able to attend to diversity within and across cultural groups, and validate students' cultural knowledge acquired outside the classroom.
(Studying Diversity in Teacher Education is a collaborativ...)
Studying Diversity in Teacher Education is a collaborative effort by experts seeking to elucidate one of the most important issues facing education today. First, the volume examines historically persistent, yet unresolved issues in teacher education and presents research that is currently being done to address these issues. Second, it centers on research on diverse populations, bringing together both research on diversity and research on diversity in teacher education.
(This book is about the transition from teacher preparatio...)
This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district.
(The focus of this book is the centrality of clinical expe...)
The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students.
(For preservice candidates and novice teachers facing the ...)
For preservice candidates and novice teachers facing the challenges of feeling underprepared to teach in urban schools, this book offers a framework for conceptualizing, planning, and engaging in powerful teaching. Veteran teacher educator Etta Ruth Hollins builds on previous work to focus on transformative practices that emphasize the purpose and process of teaching. These practices are designed to improve academic performance, transform the social context in low-performing urban schools, and improve the quality of life in the local community.
Bachelor of Science, Pittsburg (Kansas) State University, 1964; Master of Science, U. Washington, 1972; Doctor of Philosophy, University Texas, 1983.
Teacher, California Youth Authority, Paso Robles, 1966-1969; teacher, Seattle Public Schools, 1969-1972; multicultural specialist, San Mateo (California) H.S. District, 1973-1975; administrator, Ravenswood City School District, East Palo Alto, California, 1975-1979; curriculum specialist, Ednl. Svc. Center, Austin, Texas, 1979-1982; curriculum coordinator, Austin Indiana School District, 1982-1984; professor, U. Utah, Salt Lake City, 1984-1986; professor, department chair, Delaware State University, Dover, 1987-1988; professor, California State University, Hayward, 1988-1995; chair department teaching & learning, Washington State University, Pullman, since 1995. Educational consultant public schools nationally, since 1973.
(The editors have gathered together some of the top resear...)1997
(For preservice candidates and novice teachers facing the ...)2019
(Challenging educators to better understand themselves and...)1996
(This text is designed to help preservice and in-service t...)1998
(The focus of this book is the centrality of clinical expe...)2015
(Studying Diversity in Teacher Education is a collaborativ...)2011
(This book presents current knowledge about teaching cultu...)1994
(The intention of this book is to engage educators in tran...)1996
(This book is about the transition from teacher preparatio...)2011
Member National Alliance Black School Educators, American Ednl. Research Association, California Faculty Association, California Teachers Association Delta Kappa, Kappa Delta Pi.
Daughter of Ruben L. and Willie Mae (Wilbon) Stevenson. (divorced); children: Kimberly Sue Hollins, Karla Denise Hollins.