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Access Type

WSU Access

Date of Award

January 2011

Degree Type

Dissertation

Degree Name

Ed.D.

Department

Curriculum and Instruction

First Advisor

KAREN TONSO

Abstract

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.