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The Impact of Field Placement Sites on Preservice Teachers' Beliefs about Teaching Diverse Students.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Pohan, Cathy A. Ward, Martin Kouzekanani, Kamiar Boatright, Carmen Ramirez |
| Copyright Year | 2009 |
| Abstract | The continued discrepancies in educational outcomes and learning conditions found among our nation’s schools serving low-income students and students of color call for teacher educators to seriously consider what factors lead to culturally responsive policies and practices. This article summarizes a comparative study of 96 middle school and high school preservice teachers participating in an intensive 200-hour field experience within three school–university partnerships (two urban and one suburban). An analysis of simple effects shows that when compared to peers placed in schools mostly serving White middle-class students, preservice teachers working in urban schools mostly serving low-income students of color became more culturally responsive over the course of the semester. This finding suggests that whenever possible, schools of education should strengthen their commitment to establishing teacher preparation partnerships with high-need schools. 09_119 (07) Pohan.qxd 4/2/09 6:04 PM Page 43 |
| Starting Page | 43 |
| Ending Page | 53 |
| Page Count | 11 |
| File Format | PDF HTM / HTML |
| Volume Number | 3 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ915860.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
