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Filtering by: Advisor Bottoms, SueAnn I. Advisor Ciechanowski, Kathryn Peer Reviewed No

Provoking Change : The Role of a Course in Funds of Knowledge in Disrupting Preservice Teachers' Thinking About Teaching Culturally and Linguistically Diverse Learners

Creator:

Thiemens, Cassie Rae

Abstract:

This qualitative study examines the role of a graduate level multicultural teacher education course in disrupting preservice teachers' beliefs and assumptions about teaching culturally and linguistically diverse learners. This study is motivated by the following research question: What are the actions that take place in a funds of knowledge course...

Resource Type:

Dissertation

Full Text:

SueAnn I. Bottoms This qualitative study examines the role of a graduate level multicultural