Infusing Diversity Constructs in Preservice Teacher Preparation: The Impact of a Systematic Faculty Development Strategy

Autor/inn/en	Maude, Susan P.; Catlett, Camille; Moore, Susan; Sanchez, Sylvia Y.; Thorp, Eva K.; Corso, Rob
Titel	Infusing Diversity Constructs in Preservice Teacher Preparation: The Impact of a Systematic Faculty Development Strategy
Quelle	In: Infants and Young Children, 23 (2010) 2, S.103-121 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
Schlagwörter	Preservice Teachers; Intervention; Program Effectiveness; Educational Technology; Educational Opportunities; Faculty Development; Program Evaluation; Inclusive Schools; Mainstreaming; Early Childhood Education; Preservice Teacher Education; Student Diversity; Cultural Pluralism; Self Evaluation (Individuals); Planning; Workshops; Computer Mediated Communication; Newsletters; Databases; Access to Information; Grants; Pretests Posttests + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Bildungsangebot; Bildungschance; Programme evaluation; Programmevaluation; Inclusive school; Integrative Schule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Kulturpluralismus; Ablaufplanung; Planungsprozess; Lernwerkstatt; Schulung; Computerkonferenz; Datenbank; Grant; Finanzielle Beihilfe
Abstract	This article provides an overview and the results of the Crosswalks Intervention, which was developed, implemented, and evaluated to support inclusive early childhood preservice programs to be more reflective of, and responsive to, cultural and linguistic diversity. The Crosswalks Intervention, funded by the US Department of Education, was a professional development model implemented across undergraduate programs in one eastern state. Strategies within the professional development model included a self-assessment and systematic planning process, a variety of professional development opportunities including workshops; ongoing coaching via onsite, phone, and electronic communication; electronic newsletter with instructional resources; a searchable database of evidence-based resources; and mini-grants. Evaluation dimensions included assessment of diversity within the content taught, diversity across the practica sites utilized, and overall program practices (e.g., recruitment, mentoring) that supported diversity. Data included self-assessment protocols and were analyzed using a pretest and posttest analysis. Results indicated significant changes by intervention participants on the dimensions of knowledge, skills, and instructional strategies related to culture and language within their own coursework, and limited to no changes on dimensions of overall program coursework, practica, and university or department program practices. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10