Schooling Multicultural Teachers: A Guide for Program Assessment and Professional Development

Description

The cultural identities of teachers inevitably influence the interactions they have with their students. These relationships, in turn, impact teaching and learning processes. Many low-income, racial, ethnic, and linguistic minority students are failing to receive the same quality of education as their more privileged counterparts.Supported by over 20 years of research, this book offers guidance for enhancing teachers' inclusive instructional practices by using the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS). Developed by the authors, this is the only validated scale that measures the diversity-related beliefs, values, and attitudes that underpin multicultural teaching practices. The DCRPS measures three domains: Dispositions for Community, Dispositions for Social Justice, and Dispositions for Praxis. Schooling Multicultural Teachers offers a historical overview of the multicultural education context, followed by practical examples of how the DCRPS can support program evaluation, as well as guide pre-service and in-service teacher development across diverse programs and demographic contexts. Educators are provided with examples of how to interpret DCRPS responses, how to combine the DCRPS with other resources, and how to customize professional development that builds on teachers' dispositional strengths while also addressing community-specific needs. By offering a resource for program assessment and teacher development, this book is an invaluable text for education administrators, professional development coordinators, and teacher educators. Front Cover Schooling Multicultural Teachers Contents List of Figures and Tables List of Acronyms About the Authors About the Contributors Foreword Acknowledgments Introduction Organization Part I Unpacking Multicultural Education Chapter 1 Diversity in US Public Schools Across Time Committing to Diversity (1955–1964) Fixing Diversity (1965–1993) Ignoring Diversity (1994–2016) Rejecting Diversity (2017–present) Recommitting to Diversity Chapter 2 Multicultural Education and Teaching Dispositions Multicultural Education Culturally Relevant Teaching Culturally Responsive Pedagogy Critical Pedagogy Teacher Dispositions A New Vision of Dispositions Looking Ahead Chapter 3 The Development of the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS) Theoretical Frameworks Racial Identity Development Critical Whiteness Scale Development Item Development Expert Review Quantitative and Qualitative Analyses Cross Validation Scale Limitations Notes Chapter 4 Distinctiveness of the DCRPS Other Multicultural Education Scales Beliefs about Diversity Self-efficacy for Multicultural Teaching Dispositions for Multiculturalism Using the DCRPS Part II Teacher Preparation Program Evaluation Chapter 5 The DCRPS in an Urban GYO GYOs and Dispositions for Multicultural Education Teach Now: A GYO Program TN Evaluation DCRPS Findings Interviews Teach Now Strengths Recommendations Implications for GYOs Chapter 6 The DCRPS in an Urban Teacher Preparation Program Preparing Urban Educators MAT Evaluation MAT Curriculum Program Evaluation Data Findings Student Strengths Curricular Revisions Implications for Urban Teacher Preparation Part III Preservice Teacher Training Chapter 7 The DCRPS as a Reflective Exercise Course Description Course Assignments Promoting Multicultural Teaching Dispositions Disposition for Social Justice Disposition for Community Disposition for Praxis Next Steps in Dispositional Development Chapter 8 The DCRPS as a Course Design Tool Course Description Course Assignments Disposition for Praxis Disposition for Community Disposition for Social Justice Promoting Self-reflection Multicultural Teaching Goals Part IV Professional Development Chapter 9 Using the DCRPS for Professional Development in an Urban School District A Case Study of the DCRPS in an Urban District Data Analysis Suggested Professional Development Implications for Urban Teacher Professional Development Chapter 10 Using the DCRPS for Professional Development in a Rural Multi-District Cooperative A Case Study of the DCRPS in a Rural Multi-district Region Data Analysis A Two-year Professional Development Series Implications for Rural Teacher Professional Development Conclusion References Index