While the cultural landscape of society is becoming more diverse, the teaching
population continues to remain largely white and female. Teacher preparation programs must
prepare future teachers for the diversity with which they will work and training in culturally
relevant pedagogy provides teachers with skills necessary for working with diverse student
populations. This qualitative case study investigated how two cohorts of students from Bethel
College, a small, liberal arts college on the plains of Kansas, implemented the constructs of
culturally relevant pedagogy in their classrooms. The constructs investigated included: reflective
practice, cultural literacy, building a community of learners, respect for diversity culturally
relevant instructional methodology, and high expectations. Six graduates, including elementary
and secondary teachers, and their mentors/principals were interviewed. The teachers were
additionally observed. All other graduates of the program from the same time frame were invited
to participate in an open-ended online survey. The findings indicated that although graduates saw
some success in their use of culturally relevant pedagogy, some changes in their teacher
education program could enhance graduate effectiveness. One such finding was that “Generation
Y” teachers’ views of diversity are different than preceding generations and generational
differences must be taken into consideration in teacher training programs. / Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/3650 |
| Date | 12 1900 |
| Creators | Jantz, Allen W. |
| Contributors | Turk, Randall L. |
| Publisher | Wichita State University |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
| Format | x, 235 p. |
| Rights | Copyright Allen W. Jantz, 2010. All rights reserved |
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