Search results for: Milman Natalie B.

This case study examines the impact of implementation of a standardized teacher performance assessment (TPA) on the infusion of multicultural education across a secondary education teacher preparation program. The findings reveal that teacher candidates exhibited movement toward the TPA’s objectives of supporting culturally and linguistically diverse learners by helping them to access core lesson content. However, at the same time teacher candidates observed a disconnect between the TPA and multicultural education-related topics and expressed desire for the opportunity to make such connections in class. The authors recommend to develop professional learning communities cultivate relational trust and transparent critical reflection on personal background, bias, institutional inequity, and examine the impact of each on the teaching and learning process.