ERIC Number: EJ1008672
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 32
Culturally Responsive Teaching: Awareness and Professional Growth through a School-University Collaboration
McCormick, Theresa M.; Eick, Charles J.; Womack, Janet S.
School-University Partnerships, v6 n1 p6-14 Spr 2013
Preparing in-service and pre-service teachers to effectively work with culturally diverse students is an ongoing challenge for schools and universities alike. This article reports on a University-Professional Development School (PDS) initiative designed to enhance an awareness of culturally responsive pedagogy. This article describes a yearlong professional development partnership entitled Project REACH (Reclaiming Educators' and Children's Hope). Two hundred seventy teachers in grades K-5 and 49 elementary interns participated in book study groups, attended a presentation given by the author of the book, and met periodically to discuss awareness and practices relating to teaching diverse students. Data generated from this project were collected from online open-ended survey responses. Results suggest that critical reflection and practical application work together in practice to begin to effect meaningful change in pre-service and in-service teachers' thinking and skills when teaching diverse students.
Descriptors: Professional Development Schools, Professional Development, Reflection, Teacher Attitudes, Culturally Relevant Education, Teaching Methods, Partnerships in Education, College School Cooperation, Cultural Awareness, Online Surveys, Cultural Differences, Teacher Education, Program Descriptions, Elementary School Teachers, Preservice Teachers
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: firstname.lastname@example.org; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A