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Preparing Teachers for Diversity: An Analysis of Accreditation Standards

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dc.contributor.advisor Galluzzo, Gary R.
dc.contributor.author Azevedo, Paula Cristina Rocha
dc.creator Azevedo, Paula Cristina Rocha
dc.date.accessioned 2015-07-29T18:41:02Z
dc.date.available 2015-07-29T18:41:02Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/1920/9666
dc.description.abstract Teachers across the United States face realities in their classrooms that many were not prepared to handle by their teacher education programs. For instance, teachers meet students who are from cultures other than their own, who speak languages other than English, who are slipping further below the poverty line, or who have different learning needs. There is growing consensus that the disconnection between schools, colleges, and departments of education (SCDEs) curricula on teaching diverse learners and the realities new teachers face are disconcerting; they have also reached a point of stagnation. It is further complicated by the policies of federal, state, and nongovernment agencies such as the National Council for Accreditation of Teacher Education (NCATE). The purpose of this study was to understand how SCDEs interpret and implement NCATE standards by using Cochran-Smith's (2003) conceptual framework of multicultural teacher education. This study examined SCDEs rated as "target" by NCATE in the preparation of preservice teachers for diverse learners. Few studies have demonstrated how NCATE standards impacted the discourse and efforts by SCDEs to prepare preservice teachers for diversity. The findings reveal that teacher educators' reporting on diversity was limited to Standard 4 (diversity) and lack the coherence that Cochran-Smith defined in her multicultural teacher education framework. Understanding the limits of what teacher educators describe in regards to diversity in accrediting institutional reports has implications for teacher educators, researcher, SCDEs, accrediting organizations, and educational policy.
dc.format.extent 285 pages
dc.language.iso en
dc.rights Copyright 2015 Paula Cristina Rocha Azevedo
dc.subject Teacher education en_US
dc.subject Education en_US
dc.subject Accreditation en_US
dc.subject Diversity en_US
dc.subject Multicultural Education en_US
dc.subject Teacher Education en_US
dc.title Preparing Teachers for Diversity: An Analysis of Accreditation Standards
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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