Your Place Or Mine? Reading Art, Place, And Culture in Multicultural Picture Books‪.‬

Introduction Many teacher education programs, no matter how well planned and coordinated for program coherence, continue to produce fragmented experiences for students. For the student, this fragmentation is often experienced as the juggling of separate courses in subject matter content, teaching methods, and the foundations of education, as well as loosely coupled, or even counter-productively disconnected, internship experiences and related seminars. From a programmatic perspective, this structure of fragmentation commonly derives from teacher education standards that are mandated by individual states, and, to a certain extent, force colleges of education into the position of creating programs that demonstrate compliance with governing codes.