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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:

practice culturally responsive teaching. This study advances our understanding of a unique teacher
Pre-service and new teacher attitudes and understanding about their preparation to work with special needs and diverse learners

Creator:

Egby, Phyllis

Abstract:

The 2004 Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) are two federal mandates which impact general education teachers working with special needs students and diverse learners (second language learners, students from severe poverty, students from different cultures, students who experience occasional emotional needs, and students...

Resource Type:

Dissertation

Full Text:

of these two student groups. Data was also collected during a teacher training at one school