Teacher Preparation for Cultural and Linguistic Diversity: Perceptions of a University-Based Educator Preparation Program

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dc.contributor.advisorBustamante, Rebecca M
dc.creatorKeen, Jessica J.
dc.creator.orcid0000-0002-3330-6044
dc.date.accessioned2018-08-15T17:02:37Z
dc.date.available2018-08-15T17:02:37Z
dc.date.created2018-08
dc.date.submittedAugust 2018
dc.date.updated2018-08-15T17:02:37Z
dc.description.abstractThe purpose of this journal ready dissertation was to identify effective strategies that educator preparation programs (EPPs) can use to prepare pre-service teachers (PSTs) to work with culturally and linguistically diverse (CLD) students. This dissertation includes three separate studies. In Study 1, a systematic literature review was conducted to determine the most effective components experts recommend EPPs include in their program to establish a foundation of cultural responsiveness in their PSTs. Study 2 was an exploration of the perceptions of current middle school PSTs concerning their preparation to work with CLD students. In Study 3 was an investigation of novice middle school teachers’ perceptions of their preparation to meet the needs of CLD students, as they reflected after having gained some experience as a full-time classroom teacher
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/20.500.11875/2386
dc.language.isoen
dc.subjectCultural responsiveness
dc.subjectCultural and linguistic diversity
dc.subjectPre-service teacher
dc.subjectEducator preparation program
dc.subjectEnglish Language Learners
dc.titleTeacher Preparation for Cultural and Linguistic Diversity: Perceptions of a University-Based Educator Preparation Program
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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