Abstract/Details

Addressing diversity: A case study of teacher educators' views and instructional practices at a Midwestern university


2006 2006

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Abstract (summary)

It is well documented that while the student population is becoming more and more diverse, the teacher population remains mostly white, female, monolingual, and monocultural (Banks, 2001a; Darling-Hammond, 2002; Nieto, 2000a). Consequently, teacher education programs have the important role of addressing diversity throughout curriculum, field experiences and faculty recruitment.

The purpose of this qualitative research was to gain more understanding, from the teacher educators' perspectives, about the way diversity is being addressed at a Midwestern university by examining teacher educators' various methods of instruction, and their course materials, which focus on diversity issues and the needs of diverse learners. The case study methodology concentrated on three full-time, tenured professors from Special Education Department, who are teaching the same required course entitled "Meeting the Needs of Diverse Learners" for the preservice teachers. The primary strategies of data collection were individual interviews, class observations and the study of written documentation such as vitas, syllabi and extra materials used during the classes.

The cross-case analysis of the data was related, through the emergent themes, with the postmodern perspective. The results emphasized the benefits of using postmodernist aspects (such as knowledge construction, and local narratives and the proliferation of difference/the "Other") when teaching diversity issues with a strength-based approach within the curriculum and specific instructional practices for a transformative, meaning-making learning experience. Even with different approaches to teaching, all three professors linked their knowledge, beliefs, and values with the practicality of it, challenging students to use constant reflection in their learning experiences. The findings raised the issues of presumed neutrality in the classroom, and the possibility of renaming the course as "Recognizing the Strengths and Meeting the Needs of Diverse Learners." Among the further recommendations, the following were mentioned: more inter- and intra-departmental information, collaboration and dialogue regarding diversity; cross-curricular teaching and curriculum changes with the inclusion of field experiences in diverse classrooms; and faculty recruitment from diverse backgrounds. More research regarding how to teach a course on diversity issues was also recommended.

Indexing (details)


Subject
Curricula;
Teaching;
Teacher education;
Special education
Classification
0727: Curricula
0727: Teaching
0530: Teacher education
0529: Special education
Identifier / keyword
Education; Diversity; Midwestern; Teacher educators; University
Title
Addressing diversity: A case study of teacher educators' views and instructional practices at a Midwestern university
Author
Slapac, Alina
Number of pages
240
Publication year
2006
Degree date
2006
School code
0743
Source
DAI-A 67/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542567438, 0542567431
Advisor
Stefanich, Gregory
University/institution
University of Northern Iowa
University location
United States -- Iowa
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3208606
ProQuest document ID
304951672
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304951672
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