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• W1570665085 abstract "As the school population in the United States continues to diversify, those transformative leaders within educational institutions must challenge themselves to adjust and recreate the teaching/learning experience to reflect and incorporate this increasing diversity. A team of faculty at one mid-western university participated in the grant-funded Emporia State University MC/D Assessment Project harnessing collaborative synergy from four different components of the College of Education: Linda Mitchell, representing Special Education; Ian Gibson, representing Educational Leadership, Counseling, Education, and School Psychology; Mara Alagic, representing Mathematics Education/Curriculum and Instruction; and Tonya Huber, serving as Institutional Coordinator and representing the Master of Education in Curriculum and Instruction and Foundations of Education (graduate and undergraduate multicultural education courses). The team originally included additional faculty member, Innes Villalpando, representing Foundations of Education, during the first year of data collection. Diversity, Multicultural and Global Perspectives In the Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education, The National Council for the Accreditation of Teacher Education (NCATE, 2002) defines diversity as differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area (p. 53). The concept of multicultural perspective is defined as an understanding of the social, political, economic, academic, and historical constructs of ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area (p. 54). Similarly, the corollary global perspective is defined as an understanding of the interdependency of nations and peoples and the political, economic, ecological, and social concepts and values that affect lives within and across national boundaries. It allows for the exploration of multiple perspectives on events and issues (p. 53). The responsibility of schools and colleges of education becomes that of determining not only what to teach to accomplish the development of these multicultural and global perspectives and knowledge bases, but how to assess the understanding of candidates regarding diversity, multicultural and global perspectives. In other words, are the teachers we certify equipped with the knowledge, skills, and dispositions to work effectively in today's increasingly diverse classrooms? To determine answer to this question in one mid-western college of education, this longitudinal study was undertaken. The members of this Multicultural/ Diversity (MC/D) team identified themselves with the pedagogical orientation described by G. Pritchy Smith (1998) as multiculturalists and reconstructionists who constitute a much smaller group [than diversity-blind genericists] of scholars and practitioners who hold that generic teacher training is not sufficient (p. 18). As culturally responsive teacher educators committed to culturally responsible pedagogy (Huber, 2002), the team embarked on this study. Smith's (1998) Knowledge Bases for Diversity were foundational to the multicultural courses taught, the team members' discussions, and the analysis of collected data. Project Framework An Emporia State University (ESU), Kansas, Multicultural/Diversity (MC/D) Task Force initiated this project in 1997 with a 3-year grant from the United States Department of Education to create, pilot, and refine MC/D knowledge, dispositions, and performance instruments, including multiple formats and options. The lead author on this article served as outside consultant during this phase of the project. In 2001, the U. S. Department of Education awarded ESU another grant (Fund for the Improvement of Postsecondary Education, FIPSE). …" @default.
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• W1570665085 date "2005-09-22" @default.
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• W1570665085 title "Multicultural/diversity outcomes: Assessing students' knowledge bases across programs in one college of education" @default.
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