Until We Begin Listening, There Can Be Little Hope for Understanding One Another: An Interview With Dr. Philip C. Chinn

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2022-05-05 DOI:10.1177/10534512221093783

Regina R. Brandon, Kyle Higgins, Randall B. Boone

引用次数: 0

Abstract

Dr. Philip C. Chinn is professor emeritus in the Division of Special Education and Counseling, California State University, Los Angeles. He taught at the University of Utah and University of North Texas, and served for 6 years directing the office of Multicultural and Ethnic Concerns at the Council for Exceptional Children. He was department head at Texas A&M University, Commerce, and a division chair at California State University, LA. Dr. Chinn served as vice-president of the National Association for Multicultural Education (NAME) and co-editor of the organization’s official journal, Multicultural Perspectives. He was appointed to the California State Commission for Special Education and served on the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners. Dr. Chinn is the co-author of two textbooks in special education and has written several textbook chapters and journal articles. The 11th edition of his co-authored Multicultural Education in a Pluralistic Society (Pearson) was released in 2021.

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在我们开始倾听之前，相互理解的希望很渺茫——访Chinn博士

Philip C.Chinn博士是洛杉矶加州州立大学特殊教育和咨询系的名誉教授。他曾在犹他大学和北德克萨斯大学任教，并在特殊儿童委员会的多元文化和种族问题办公室担任了6年的主任。他曾任得克萨斯农工大学商业系主任和加州州立大学洛杉矶分校系主任。Chinn博士曾担任全国多元文化教育协会（NAME）副主席和该组织官方期刊《多元文化视角》的联合编辑。他被任命为加州特殊教育委员会成员，并在全国教师教育认证委员会（NCATE）考试委员会任职。Chinn博士是两本特殊教育教科书的合著者，并撰写了几本教科书章节和期刊文章。他合著的《多元社会中的多元文化教育》（Pearson）第11版于2021年发行。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.