The study tests the proposition that pedagogical orientations foster domain-specific teacher dispositions. Nineteen preservice teachers in an urban teacher certification program emphasizing culturally relevant teaching (CRT) were interviewed at the completion of all coursework and teaching experiences in diverse, urban classrooms. Dispositional statements ( n = 405) were used in a comparative analysis that included cross-tabs chi-square statistics and contingency tables. The study found that teaching dispositions associated with two CRT domains, academic success and cultural competence, were prevalent, whereas dispositions associated with the critical consciousness domain were minimal. Interrelatedness was found for teacher dispositions associated with respect for diversity, authenticity, and generalizability.

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This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master’s program were summarized by cohort year and grade-level taught. A subset of 22 projects was analyzed qualitatively to determine the decision-making process, degree of implementation, evidence of teacher and student empowerment, and extent of curriculum integration. Results confirm the Problem Solution Project as a powerful way to meet curriculum standards while empowering teachers and children.

In the United States, not only are parents permitted to utilize corporal punishment in disciplining their children, but 19 states still permit the use of corporal punishment in schools. Teachers are legally bound to report suspected maltreatment, yet their school may engage in a discipline practice which they may consider abuse. This potential conflict depends on the teacher's definition of "acceptable" physical discipline and abuse. Thus, teachers' attitudes teachers towards corporal punishment and child maltreatment are critical. Preservice teachers were surveyed about their attitudes towards corporal punishment, knowledge of child maltreatment and mandated reporting, personal experiences with corporal punishment and asked to rate several hypothetical parent-child discipline scenarios. Preliminary analyses indicate that despite a higher endorsement of and more personal experience with corporal punishment, African American participants did not differ from their Anglo counterparts in their ratings of parental discipline scenarios. These and other findings will be discussed.

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