Teaching in a Multicultural Classroom: Teacher Educators' Perspectives

Kitano, Margie K.; Lewis, Rena B.; Lynch, Eleanor W.; Graves, Anne W.

doi:10.1080/1066568960290311

Cited by 13 publications

(9 citation statements)

References 11 publications

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“…This study builds on the knowledge that these faculty activities, and the social conditions that promote them, are common to colleges of education (Kitano, Lewis, Lynch, & Graves, 1996;MacDonald, Colville-Hall, & Smolen, 2003;Villegas & Lucas, 2002a). Combined, these factors set the conditions under which future teachers are trained to meet an increasingly culturally diverse student population.…”

Section: Introductionmentioning

confidence: 96%

“…If they are to be effective they must have multicultural competence themselves. Kitano et al (1996) point to the futility of preparing teachers for diversity if their teacher educators lack multicultural competence. What are the characteristics, experiences, perspectives, and commitment to diversity of teacher educators in addressing this challenging problem in our society today?…”

Section: Introductionmentioning

confidence: 97%

“…Smolen and MacDonald decided to fine-tune the instrument and focus on race and ethnicity. A revised version, based on National Council for Accreditation of Teacher Education (NCATE) guidelines for diversity, studies in the field of multicultural education (Bennett, 1995;Grant, 1994;King, Hollins, & Hayman, 1997;Kitano et al, 1996;Olmedo, 1997), and the investigators' own experiences, was developed and validated by eight COE faculty members at one of the institutions in the study. It focused attention on faculty beliefs, perceptions, and attitudes towards the importance of diversity as an issue in schools, the commitment to diversity in respondents' teacher education programs, and the place of diversity in their own instruction.…”

Section: Introductionmentioning

confidence: 99%

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An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

et al. 2006

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This study used empirical data to investigate College of Education faculty's perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in 45 0042-0972/06/0300-0045/0 Ó 2006 Springer ScienceþBusiness Media, Inc.(importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty's beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty's beliefs about the importance of teaching diversity and their teaching practices.

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Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

et al. 2006

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“…Faculty published several research studies documenting the development process and results of the pilot program in Cross-Cultural Language and Academic Development (CLAD) established by the COE in 1993 (Kitano, Lewis, & Lynch, 1996;Kuhlman & Murray, 2000;Kuhlman & Vidal, 1993;Pang, Anderson, & Martuza, 1997;Ross, 1994;Walton & Carlson, 1997). The CLAD credential program represented a paradigm shift in the education of LMS from a monocultural model and deficit approach to a model of teacher preparation based on culturally responsive pedagogy.…”

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confidence: 99%

Staying the Course in Times of Change

Mora

2000

Journal of Teacher Education

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This article describes how passage of Proposition 227 (P-227), the popular California initiative restricting bilingual education, has influenced teacher preparation to authorize specialized instruction for limited English proficient students. The knowledge base for bilingual cross-cultural language and academic development teacher education is grounded in an additive acculturation model, in contrast to assimilationist philosophy, which underlies policies mandating English immersion for language minorities. Federal court rulings upholding P-227 establish a sequential program to address English language learning as well as content learning and require school districts to provide specialized instruction until language minority students reach academic parity. Legal mandates continue to require teacher education to provide effective teacher preparation programs for schooling linguistically diverse student populations. The response to P-227 by San Diego State University's College of Education is explored to illustrate the reaffirmation of a commitment to educational equity and ongoing program development to support multicultural teaching.

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“…However, the teacher educators who fill the ranks of schools, colleges, and departments of education are likely to be as monocultural as the candidates that they admit into their programs (Grant & Gillette, 1987). Howard (1999) Kitano, Lewis, Lynch, and Graves (1996) noted that there was unevenness in the level of understanding about diverse student populations among teacher educators and few faculty development opportunities designed to fill this knowledge gap. Cochran-Smith (2004) observes that only a handful of teacher preparation programs build in ongoing faculty development that aligns with themes such as multiculturalism, social justice, and urban education.…”

mentioning

confidence: 99%