Engaging in Diverse Classrooms: Using a Diversity Awareness Survey to Measure Preservice Teachers' Preparedness, Willingness, & Comfort

Autor/inn/en	Fehr, Mary Cain; Agnello, Mary Frances
Titel	Engaging in Diverse Classrooms: Using a Diversity Awareness Survey to Measure Preservice Teachers' Preparedness, Willingness, & Comfort
Quelle	In: Multicultural Education, 19 (2012) 2, S.34-39 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Program Effectiveness; Preservice Teacher Education; Institutional Research; Preservice Teachers; Student Attitudes; Student Diversity; Cultural Awareness; Measures (Individuals); Case Studies; Age; Gender Differences; Teacher Certification; Knowledge Base for Teaching; Surveys; Educational Objectives; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Institutionelle Forschung; Schülerverhalten; Cultural identity; Kulturelle Identität; Messdaten; Case study; Fallstudie; Case Study; Alter; Lebensalter; Geschlechterkonflikt; Teaching theory; Theory of teaching; Unterrichtstheorie; Survey; Umfrage; Befragung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Many teacher education institutions share a concern about assessing their preservice teachers' knowledge, skills, and dispositions related to teaching diverse P-12 students. This case study describes the iterative and sometimes difficult process involved in the development of a diversity awareness survey at one institution. The survey discussed here, administered each semester to approximately 400 preservice teachers in a college of education, produces a large amount of rich data that can be examined in relation to variables such as age, gender, intended certification level and discipline, and life experiences. Working with data from the survey the authors have articulated a hierarchy of six developmental levels that characterize participants' responses in relation to awareness/knowledge, skills, and dispositions. Initial findings indicate that most preservice teachers in the program are at a developmental level of three or four with regard to the open-ended questions about teaching diverse students. The focus of this article is on the challenge in designing a high-quality survey for this purpose. This survey and other similar institutional research studies are valuable tools for assessing program effectiveness as related to stated university goals, and in making programmatic and curricular decisions as a result. (Contains 4 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10