Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


justice final.pdf (868.62 KB)

ETD Abstract Container

Abstract Header

Exploring The NCATE Diversity Standard Accreditation Through A Multicultural Education Lens: A Case Study Of A Midwestern University

Justice, Ashley N
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587646916739633

Abstract Details

2020, Master of Arts (MA), Bowling Green State University, Cross-Cultural, International Education.
This thesis is a qualitative study that combines the methodologies of document analysis and case study to analyze the development of cultural competencies in teacher education students at an American Midwestern university. It take a unique approach in that it uses teacher education program documentation by means of the National Council for the Accreditation of Teacher Education (NCATE) professional standards documentation along with an analysis of the documents submitted by the university of the study in 2015 to analyze how the university planned for meeting the Diversity standard indicators. This document analysis used syllabi from key courses in the initial teacher education programs as set forth by the plans of the College of education and triangulated the data found in the NCATE professional standards, the accreditation report documentations and interviews with college personnel and instructors within the college. The interviewees provided key perspectives on the unit’s plan and implementation thereof for meeting the standard proficiencies with their students, which helped to evaluate to what degree and in what ways each of the research questions of this study were accomplished during the NCATE reporting period. All documents were analyzed through the lens of the theoretical frameworks of Multicultural Education and Culturally Responsive Pedagogy to evaluate the impacts of the teacher education candidates required coursework and field experiences on developing and sharpening their skills in working with diverse populations. The results found subthemes related to initial licensure candidate development and they include: knowledge base development, cognitive skills development and community building and engagement. These themes were key for the unit’s goals of diversity throughout the campus and their programs. It found the field experiences began long before students began their teaching practicums to reveal how assignments, discussions and classroom experiences were key to practicing the needed skills for working with diverse populations of students and teachers in candidate’s future careers.
Hyeyoung Bang, Ph.D. (Advisor)
Christopher Frey, Ph.D. (Committee Member)
Paul Willis, Ed.D. (Committee Member)
140 p.
Education Policy; Educational Psychology; Educational Theory; Teacher Education; Teaching
Multicultural Education; Teacher Education Programs; Culturally Responsive Pedagogy; Multicultural Teacher Education; Midwestern university; NCATE; Teacher education accreditation

Recommended Citations

Citations

  • Justice, A. N. (2020). Exploring The NCATE Diversity Standard Accreditation Through A Multicultural Education Lens: A Case Study Of A Midwestern University [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587646916739633

    APA Style (7th edition)

  • Justice, Ashley. Exploring The NCATE Diversity Standard Accreditation Through A Multicultural Education Lens: A Case Study Of A Midwestern University. 2020. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587646916739633.

    MLA Style (8th edition)

  • Justice, Ashley. "Exploring The NCATE Diversity Standard Accreditation Through A Multicultural Education Lens: A Case Study Of A Midwestern University." Master's thesis, Bowling Green State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587646916739633

    Chicago Manual of Style (17th edition)

bgsu1587646916739633
613
© 2020, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.