Access Type
Open Access Dissertation
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.
Recommended Citation
Bastos, Deuslene Leite, "Examination of dispositions and practices in diversity: the impact of a teacher education course promoting culturally and responsive pedagogy" (2011). Wayne State University Dissertations. 405.
https://digitalcommons.wayne.edu/oa_dissertations/405
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Other Education Commons, Teacher Education and Professional Development Commons