Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy

<p>Assimilation ideology guiding teachers and policy makers to mainstream immigrant children into the American schools has prevailed in spite of pluralists' efforts for reform schools to provide more opportunities for culturally and linguistically diverse students. Research shows a need to change assimilation driven policies and practices which are harmful to students into a reconstructivist ideology that has shown to be more conducive for the application of culturally responsive teaching. Teacher education courses aimed to prepare teacher candidates for diverse classrooms have shown limitations due to abundant focus on theory or lack of elements in course work that are known to produce change in teachers' beliefs and practices. Conducted by a former teacher education professor who was an immigrant student, this study examines the impact of a teacher education course promoting culturally responsive pedagogy by comparing five course takers with 6 non-course takers.</p>

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Year dc:date.available

2011

Author dc:creator

• Bastos, Deuslene Leite

Contributors dc:contributor

• KAREN TONSO

• culturally relevant curriculum, culturally responsive pedagogy, reflective practice, schooling for culturally and linguistically diverse students, successful teaching practices, teaching practice for high context students
• Bilingual, Multilingual, and Multicultural Education
• Other Education
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/405

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-1404