Abstract
This study evaluated the perceptions of graduates from a master’s level teacher education program on the effectiveness of their program that incorporated evidence-based practices (EBPs). Specifically, the study explored how the newly revised teacher education curriculum assisted them in becoming qualified in their certification areas. Seventeen graduates participated in the study. Using a checklist graduates indicated their use of various EBPs in three categories in classrooms with culturally and linguistically diverse (CLD) students. They also engaged in a mini-focus group to discuss their perceptions of the educational experiences they participated in. The results revealed that the revised curriculum equipped graduates with necessary evidence-based tools to meet the learning needs of diverse learners, particularly CLD students. Results also indicated that their perceptions of the teacher education program were generally favorable and that the majority of graduates used various EBPs in their CLD classrooms regularly. Overall, the study provides insight into how the broad spectrum of EBPs can be systematically implemented into the curriculum and how such efforts can positively impact pre-service teachers who are prepared for urban diverse classrooms.
Recommended Citation
Cho, Su-Je; Doyle, Kathleen; and Rittenhouse-Cea, Holly
(2018)
"Infusing Evidence-Based Practices in Pre-service Preparation Program for Teachers of Culturally and Linguistically Diverse Students,"
Journal of Multilingual Education Research: Vol. 8, Article 6.
Available at:
https://research.library.fordham.edu/jmer/vol8/iss1/6
