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作者 Jordan, Connie F
書名 Perceptions of teacher educators: Effects of the No Child Left Behind Act on the preparation of preservice teachers to teach in a diverse society
國際標準書號 9780549356912
book jacket
說明 321 p
附註 Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 5036
Advisers: Francisco Rios; Allen Trent
Thesis (Ph.D.)--University of Wyoming, 2007
When the No Child Left Behind Act became law in 2002, President Bush praised this country's rich diversity and promised to leave no child behind. This promise has had special significance for Multicultural Education and its commitment to social justice and equity for all children
This study was undertaken to explore the perceptions of multicultural teacher educators about the impact of NCLB on their teacher education programs and their individual curricular, pedagogical, and assessment practices. Six multicultural teacher educators participated in this grounded theory study. The data collection process consisted of one in-depth individual interview, a second follow-up interview, and one focus group interview---all of which were audio-taped
The findings of this study suggest that NCLB is adversely impacting participants' teacher preparation programs much more than their individual practices. This study also illustrates that much of what is happening in the public schools is "trickling down" (or up) to colleges of education. This leaves multicultural teacher educators with the challenge of helping preservice teachers negotiate boundaries between what they learn in the college classroom and what they see in the public schools, which often runs counter to what participants believe and practice. The findings of this study also led to a theoretical assertion of destructive irony
All hope is not lost, however. Participants in this study are using the tactics and strategies of Multicultural Education to speak truth to the power of NCLB
School code: 0264
Host Item Dissertation Abstracts International 68-12A
主題 Education, Bilingual and Multicultural
Education, Teacher Training
Alt Author University of Wyoming. Curriculum & Instruction
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