Critical Examination of Candidates' Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations

Technological Pedagogical Content Knowledge

“…Given the historically unhurried evolution from the print modality of the twentieth century with the medical model of disability (Hahn, 1985(Hahn, , 2002 to the electronic modality of the twenty-fi rst century with the social constructivist model of disability (Davis, 2002 ), the gap found in teacher effi cacy to integrate technology and to teach students with disabilities (Benton-Borghi, 2006 ) was not unexpected. This effi cacy divide to integrate technology and to teach exceptional and diverse student populations continues among in-service and pre-service general and special education teachers, even with decades of concentrated focus on diversity and disability in courses and fi eld experiences in teacher preparation programs (Benton-Borghi & Chang, 2012 ). Marino, Sameshima, and Beecher ( 2009 ) reported teacher educators are unprepared to teach in-service and pre-service teachers to use technology.…”

“…Researchers determined that, despite evidence of the positive impact of technology on student learning during the past decades (Edyburn, 2005(Edyburn, , 2010Englert, Manalo, & Zhao, 2004 ;Hartshorne, Ferdig, & Dawson, 2006 ;Lee & Vail, 2005 ), teachers do not integrate technology in teaching even though they use it in their personal lives (Kumar & Vigil, 2011 ;Kvavik, 2005 ), and new teachers [and teacher educators] continue to teach using the same methodologies they were taught (Russell, Bebell, O'Dwyer, & O'Connor, 2003 ). Technology remains of minor importance for most teachers in practice (Lemke, Coughlin, & Reifsneider, 2009 ), because they must believe that it improves student learning Guskey, 2001Guskey, , 2002Miranda & Russell, 2011 ) and have a strong teacher's sense of effi cacy to use technology Benton-Borghi, 2006 ;Benton-Borghi & Chang, 2012 ).…”

Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

“…The authors examined categories of differences related to student learning on the nine content areas about diversity including culture, race, class, gender, sexuality, ability, language, identity, and religion; these categories were based upon the National Council for Accreditation of The overall goal of the second section of the literature review was to identify how existing measures of constructs related to intersectional competence (i.e., personal and professional beliefs, social justice beliefs, and cultural competence) may inform the development and design of a new measure. The studies presented in this section either described the development of multiple and distinct measures to account for candidates' attitudes toward diverse students (Benton-Borghi & Chang, 2012;Pohan & Aguilar, 2001) or single instruments developed to assess preservice teachers' sense of social justice and cultural competence (Daunic et al, 2004;Liang & Zhang, 2009). There were three indicators that were similar across the conceptualization of the different preservice teacher assessments.…”

“…First personal and professional beliefs about diversity are of importance and often measured in teacher preparation programs (McCall et al, 2014). Personal and professional beliefs are distinct, but interrelated with one another (Benton-Borghi & Chang, 2012;Pohan & Aguilar, 2001) and may change in response to course work and field experiences (Akiba, 2011;Dedeoglu & Lamme, 2009;Middleton, 2002;Pohan et al 2009;Torok & Aguilar, 2000). Second, when working with diverse populations, educators with strong competence to work with diverse learners demonstrate evidence of high expectations for all students Liang & Zhang, 2009;McCall et al, 2014).…”

“…These studies often describe the development of multiple and distinct measures to account for candidates' attitudes toward students with disabilities and students of culturally and linguistically diverse backgrounds (Benton-Borghi & Chang, 2012;Pohan & Aguilar, 2001;Siwatu, 2007).…”