Schooling Multicultural Teachers

A Guide for Program Assessment and Professional Development

Manya C. Whitaker|Kristina M. Valtierra

Emerald

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Paperback / softback

9781787697201

06 August 2019

$61.99

eBook (PDF)

9781787697171

06 August 2019

$47.99

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9781787697195

06 August 2019

$47.99

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Description
Contents
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About

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.

IntroductionPart 1: Unpacking Multicultural Education Chapter 1. Diversity in U.S. Public Schools Across Time Chapter 2. Multicultural Education and Teaching Dispositions Chapter 3. The Development of the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS) Chapter 4. Distinctiveness of the DCRPS Part 2: Teacher Preparation Program Evaluation Chapter 5. The DCRPS in an urban GYO with Acelynn Perkins Chapter 6. The DCRPS in an Urban Teacher Preparation Program Part 3: Preservice Teacher Training Chapter 7. The DCRPS as a Reflective Exercise Chapter 8. The DCRPS as a Reflective Course Design Tool Part 4: Professional Development Chapter 9. Using the DCRPS for professional development an urban school district Chapter 10. Using the DCRPS for professional development in a Rural Multi-district cooperative Conclusion

The authors detail a scale to assess educators' dispositions for multicultural teaching, the Dispositions for Culturally Responsive Pedagogy Scale, to measure the diversity-related beliefs, values, and attitudes underpinning multicultural teaching practices, and provide practical examples of how the scale can support program evaluation and guide preservice and in-service teaching development in different programs and demographic contexts. They describe the scale within historical and contemporary multicultural education contexts, the six-step development and validation process they used to create it, and the dispositions for community, social justice, and praxis that guide it; comparison to other multicultural teaching scales; how the scale can inform education program evaluation, with examples; examples of using the scale as a tool to promote multicultural self-reflection, dispositional growth, and professional goal setting in teacher preparation coursework; and how district and school leaders can use it to develop professional development around issues of multiculturalism.
- Copyright 2019

Manya C. Whitaker is Associate Professor of Education at Colorado College, USA. She is a developmental educational psychologist with expertise in social and political issues in education.

Kristina M. Valtierra is Assistant Professor of Education at Colorado College, USA. A scholar-practitioner, she spent over 15 years as a classroom teacher, instructional coach, and educational consultant.