Diversity and the Lack of Pre-service Educators Experience in Diverse Populations

By

TABLE OF CONTENTS

CHAPTER 01: INTRODUCTION3

1.1. Research Topic3

1.2. Research Problem3

1.3. Purpose of the Study4

1.4. Rationale of the Study4

1.5. Research Questions4

1.6. Literature Review Section5

CHAPTER 02: METHODOLOGY11

2.1. Introduction11

2.2. Research Design11

2.3. Intervention11

2.3. Data Collection12

CHAPTER 03: SCIENTIFIC MERIT REVIEW13

3.1. Advancing Scientific Knowledge13

3.2 Theoretical Implications14

3.3 Practical Implications15

CHAPTER 04: CONTRIBUTIONS OF THE PROPOSED STUDY TO THE FIELD16

4.1 Contributions to the Field16

4.1 Contributions to the Field Based on the Criteria16

CHAPTER 05: METHODOLOGY DETAILS17

5.1. Purpose of the Study17

5.2. Research Design17

5.3. Population and Sample17

5.4. Sampling Procedures18

5.5. Instrument18

5.6. SMR (Scientific Merit Review)18

5.6.1. Pre- Intervention Test18

5.6.2. Post-Intervention Test19

5.7. Other Data Collection Sources19

5.8. Data Collection Procedures19

5.9. Proposed Data Analyses20

5.10. Role of the Researcher21

5.11. Credibility, Dependability and Transferability21

5.12. Expected Findings22

REFERENCES23

CHAPTER 01: INTRODUCTION

1.1. Research Topic

The specific focus of this investigation is to initiate a three phase service learning intervention in a structured field environment, for preparing a non-diverse teacher candidate population to serve with demographically diverse populations. The intervention, conducted by qualified personnel, will reflect the deficit teacher candidates bring with them to their field observations and experiences (Mills, 2010) and institute a plan for cultural awareness. A structured field with reflective practices (Schutz, 1962) will focus on a purposeful, goal-directed strategy that increases the likelihood of the intended outcome to improve cultural awareness in pre-service teacher candidates (Halpern, 2002). Barriers pre-service educators face in their field experiences that will be supported through a culturally responsive service learning intervention addressing this divide. The intervention will support a model to define, discuss, and support the culturally responsiveness(Gay, et. al., 2003) and awareness through knowledge bases, attitudes, and values and practiced while educating children (Mills, 2010).

The subjects will be selected based on the population of a specific course offered at Walsh University in the spring 2012 semester.

1.2. Research Problem

At Walsh University, there is a need to implement a practice in field placement offering a multitude of field sites purposefully including those representing diverse population. Pre-service teacher candidates at Walsh University represent a white middle class population. Their lack of exposure to diverse field experience may contribute to a lack of preparedness as they begin to practice in their profession. This realization represents a problem for the teacher candidates and a gap in field experience exposure.

1.3. Purpose of the Study

The plan implemented in this design will integrate a three-phase service learning intervention conducted by university personnel and with the intention of improving the cultural responsiveness of the pre-service teacher candidates at Walsh University. Both currently and historically, the student population at Walsh University in the division of education has no representation of diversity. The purpose of the research is to generate a desired outcome enabling pre-service teacher candidates to be prepared for the culturally diverse populations they will instruct as future educators.

1.4. Rationale of the Study

This research study is of utmost importance because it will help the preschool educators in dealing with the students belonging to diversified backgrounds. Since the pre=school educators at Walsh university are mostly from the white middle class population. Therefore, it will help these pre-school ...