Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Daunic, A. P.
Right arrow Articles by Reyes-Blanes, M. E.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Teacher Preparation for Culturally Diverse Classrooms: Performance-Based Assessment of Beginning Teachers

Ann P. Daunic

University of Central Florida.

Vivian I. Correa

University of Central Florida.

María E. Reyes-Blanes

University of Central Florida.

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 preservicepreparation 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 $$ 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.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 27, No. 2, 105-118 (2004)
DOI: 10.1177/088840640402700203
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?