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ERIC Number: EJ789115
Record Type: Journal
Publication Date: 2004
Pages: 14
Abstractor: Author
Reference Count: 55
ISSN: ISSN-0888-4064
Teacher Preparation for Culturally Diverse Classrooms: Performance-Based Assessment of Beginning Teachers
Daunic, Ann P.; Correa, Vivian I.; Reyes-Blanes, Maria E.
Teacher Education and Special Education, v27 n2 p105-118 Spr 2004
To respond to an increasingly diverse student population, educators need to evaluate how well teacher education programs prepare graduates in culturally responsive teaching (CRT). In this study, we used a performance-based assessment to determine whether (a) different levels of preservice preparation in CRT and (b) preparation in special versus general education affected foundational CRT skills of 68 beginning teacher graduates of 4 traditional university programs. Preparation was designated as high or low according to participants' recollections of preservice coursework and internship experiences. Scores on nine performance criteria selected for their relevance to CRT were analyzed using a 2 X 2 multivariate analysis of variance. We found no differences due to level of preparation in CRT, but special and general education teachers differed on three criteria: knowledge of students' backgrounds, fairness, and extending students' thinking. We discuss implications for future research, measurement, and accountability in teacher education. (Contains 7 tables and 1 figure.)
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida