Assessing Performance-Based Outcomes of Multicultural Lesson Plans: A Component Within a Comprehensive Teacher Education Assessment Design

Ambrosio, Anthony L.; Seguin, Cynthia Anast; Hogan, Eileen L.; Miller, Marie

doi:10.1207/s15327892mcp0301_4

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…"Common themes contributing to low scores included approaching the lesson plan requirement by 'adding on' a multicultural component as an afterthought, omitting assessment, limiting assessment options targeting learning at knowledge (factual) levels, and not personally addressing ESL needs" (p. 20). Ambrosio et al (2001) were among the few researchers who examined factors beyond the classroom that may have affected outcomes. One such factor was that course offerings were driven by state licensure and national guidelines.…”

Section: General Education Studiesmentioning

confidence: 99%

Preparing Preservice Educators for Cultural Diversity: How Far Have We Come?

Trent

Kea

2008

Exceptional Children

102

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This article reviews research on the incorporation of multicultural education in preservice general and special education teacher preparation programs from 1997 to 2006. A total of 46 studies, 39 from general education and 7 from special education teacher education programs, met the criteria for inclusion in this literature review. Findings revealed that very few changes have occurred in this body of research in terms of the quantity, topics addressed, methods used, and gaps since the last time this literature was reviewed, in 1998 and in 2004. Despite these limitations, strengths are emerging in this body of research that can be used to pave the way for a more substantive and comprehensive research agenda in the future.

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Section: General Education Studiesmentioning

confidence: 99%

Preparing Preservice Educators for Cultural Diversity: How Far Have We Come?

Trent

Kea

2008

Exceptional Children

102

View full text Add to dashboard Cite

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“…These findings are consistent with those of other researchers (Ambrosio et al, 2001;Taylor & Sobel, 2001;Dee & Henkin, 2002) in that the preservice teachers showed an affinity for teaching those students who are culturally were enrolled in four sections of a required diversity class and self-selected. They were largely White (89%), female (61%) undergraduates (72%).…”

Section: Attitudes and Behaviors Of Teacher Education Facultysupporting

confidence: 91%

“…Furthermore, preservice teachers showed a lack of awareness of their own biases (Dorrington & Ramirez-Smith, 1999). Although most supported the idea of classroom diversity, few seemed ready to address it (Ambrosio et al, 2001;Taylor & Sobel, 2001;Dee & Henkin, 2002). The researcher assessing the effectiveness of teacher education programs in preparing future teachers for classroom diversity must also examine student perception of teacher education faculty attitudes and behaviors toward diversity.…”

Section: Discussionmentioning

confidence: 99%

“…Although there seemed to be little initial interest in inclusion strategies for ESL students among education students and student teachers seldom demonstrated proficiency in multiculturalism in their lesson plans, some researchers have noted that required multicultural courses for preservice teachers do change their attitudes toward and beliefs about minorities (Artiles et al, 2002;Ambrosio et al, 2001;Gaine, 2001;Jennings & Smith, 2002).…”

Section: Attitudes and Behaviors Of Teacher Education Facultymentioning

confidence: 99%

“…Furthermore, based on the findings of other researchers (e.g., Artiles et al, 2000;Ambrosio et al 2001;Gaine, 2001;Keirn et al, 2001;Dee & Henkin, 2002), the researcher assumed that there was a direct relationship between diversity training in teacher preparation programs and teacher effectiveness with students who are diverse.…”

Section: Assumptions and Limitations Of The Studymentioning

confidence: 99%

See 2 more Smart Citations

Preparing teachers for diversity : a study of two university teacher education programs in Indiana.

Goebel¹

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From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes

Feng,

Zhang,

Yang

et al. 2024

Learning Environ Res

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The increasing diversity in modern classrooms necessitates that teacher education programmes equip pre-service teachers with skills to create equitable and inclusive learning environments for all students. In response to this imperative, particularly within the Chinese educational context, this study investigated pre-service teachers' multicultural attitudes—including stages of awareness (Know), emotional engagement (Care), and behavioural intentions (Act)—and their differentiated instruction skills. Furthermore, it examined how Chinese teacher education programmes can cultivate these attributes and enhance their alignment. Using a mixed-methods approach, we surveyed 257 pre-service teachers on their multicultural attitudes and 1356 students on their perceptions of their teachers' differentiated instruction skills, supplemented by in-depth interviews with 10 pre-service teachers. Results from descriptive, correlation, and multilevel modelling analyses revealed that pre-service teachers generally possessed positive multicultural attitudes, progressing from initial awareness to empathy and behavioural intention, and were perceived as proficient in differentiated instruction. However, the Know and Act dimensions showed limited direct relationships with student-perceived differentiated instruction practices, highlighting an 'intention-action gap'. Content analysis identified several essential components of teacher education for enhancing pre-service teachers' multicultural competence and bridging this gap, including specialized formal training, reflection activities, and practical application opportunities. These findings advocate for a shift towards more personalized, experiential, and reflective learning environments in Chinese teacher education programmes to better align multicultural attitudes with effective differentiated instruction implementation.

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Assessing Performance-Based Outcomes of Multicultural Lesson Plans: A Component Within a Comprehensive Teacher Education Assessment Design

Cited by 11 publications

References 3 publications

Preparing Preservice Educators for Cultural Diversity: How Far Have We Come?

Preparing Preservice Educators for Cultural Diversity: How Far Have We Come?

Preparing teachers for diversity : a study of two university teacher education programs in Indiana.

From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes

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