Search results for: Prater Mary Anne
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Special Education Faculty Perceptions of Participating in a Culturally Responsive Professional Development Program
The goals of this study were to determine special education faculty members' perceptions of the culturally responsive professional development program and how it impacted them and their practice. The authors conducted interviews with 12 White faculty members from a large Western university's special education program. Faculty expressed likes and dislikes of the program and provided suggestions for future professional development. Faculty reported increased understanding of culturally responsive practices and the impact of culture and language in education. They indicated they had made changes in their curriculum, assessment, pedagogy, and supports provided.
Updated: Jan. 23, 2011
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Updated: Aug. 29, 2010
The traditional preservice teacher has been inadequate in preparing teacher for culturally and linguistically diverse student. The reason for this lack of preparation is the lack of diverse teacher candidates.
Updated: Nov. 26, 2008