Diversity and Teacher Education Policy

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

“…Also, the majority of the studies used quantitative methods in the form of questionnaires and surveys. WebbJohnson et al's conclusions were similar to those reported by Cochran-Smith et al (2004) and Grant et al (2004). They recommended that future research (a) include additional dependent variables; (b) move beyond surveys and questionnaires; (c) incorporate more qualitative methods to identify process variables and teacher learning over time; (d) elucidate contextual factors within the TEP; and (e) minimize the perpetuation of stereotypes by focusing more on intergroup versus intragroup comparison designs.…”

“…The most current and comprehensive review, conducted by Cochran-Smith, Davis, and Fries (2004), is unique in that it not only critiqued research on multicultural education, but also examined theoretical and conceptual frameworks, practice, and the politics associated with programming and funding from 1992 through 2001. Cochran-Smith et al found that one of the major themes across theorists and researchers was the need for the centralization of multicultural education within the entire program versus a predominant focus on stand-alone courses.…”

“…We selected articles published from 2001 through 2006 for general education and from 1997 through 2006 for special education; these dates were determined based on the last years searched in the latest general (Cochran-Smith et al, 2004;Grant et al, 2004) and special education (Voltz et al, 1999;Webb-Johnson et al, 1998) Fifty-six articles remained in the database after disagreements were discussed and reconciled; 47 were from general education programs and 9 were from special education programs. Eight of the 9 special education studies were conducted in programs that offered dual licensure in general and special education, often times referred to as unified programs.…”

Learning to Teach about Religion in Public Schools: Perspectives and Experiences of Student Teachers in the Program for Religion and Secondary Education at Harvard Divinity School

“…25 In a recent Cochran-Smith, Davis, and Fries synthesis of research on multicultural teacher education, much of the conceptual and empirical literature indicated that a traditional worldview that depicted the U.S. as a meritocracy pervades many teacher preparation programs. 26 These findings are consistent with the writings of numerous critical theorists who contend that U.S. schools primarily reflect the interests of the dominant class. 27 The dominant institutional discourse at Harvard, however, did not follow this line of thinking and the participants were exposed to more "liberal" educational thinkers like Paulo Freire, Ted Sizer, Jonathan Kozol, and Deborah Meier.…”

“…35 For many of the researchers cited in Cochran-Smith's research review, the answer to these questions are found in an inquiry-based approach that emphasizes reflection on practice. 36 The inquiry approach is already embedded in the PRSE approach, but the participants are able to provide more detail about the process of learning to teach.…”