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Infusing Diversity Constructs in Preservice Teacher Preparation: The Impact of a Systematic Faculty Development Strategy

Maude, Susan P. PhD; Catlett, Camille MA; Moore, Susan JD, MA, CCC; Sánchez, Sylvia Y. EdD; Thorp, Eva K. EdD; Corso, Rob PhD

Infants & Young Children:
doi: 10.1097/IYC.0b013e3181d3cabf
Article
Abstract

This article provides an overview and the results of the Crosswalks Intervention, which was developed, implemented, and evaluated to support inclusive early childhood preservice programs to be more reflective of, and responsive to, cultural and linguistic diversity. The Crosswalks Intervention, funded by the US Department of Education, was a professional development model implemented across undergraduate programs in one eastern state. Strategies within the professional development model included a self-assessment and systematic planning process, a variety of professional development opportunities including workshops; ongoing coaching via onsite, phone, and electronic communication; electronic newsletter with instructional resources; a searchable database of evidence-based resources; and mini-grants. Evaluation dimensions included assessment of diversity within the content taught, diversity across the practica sites utilized, and overall program practices (eg, recruitment, mentoring) that supported diversity. Data included self-assessment protocols and were analyzed using a pretest and posttest analysis. Results indicated significant changes by intervention participants on the dimensions of knowledge, skills, and instructional strategies related to culture and language within their own coursework, and limited to no changes on dimensions of overall program coursework, practica, and university or department program practices.

Author Information

Iowa State University (Dr Maude); FPG Child Development Institute, University of North Carolina–Chapel Hill (Ms Catlett); University of Colorado, Boulder (Ms Moore); George Mason University, Fairfax, Virginia (Drs Sánchez and Thorp); and Vanderbilt University, Nashville, Tennessee (Dr Corso).

Corresponding Author: Susan P. Maude, PhD, Iowa State University 4380 Palmer, Ste 2360, Ames, IA 50011 (smaude@iastate.edu).

The conduct of the study reported in this article was funded, in part, by the Federal Office of Special Education Programs (grant #H324R030072).

The authors thank the following students for their work on this study: Anna James Moore—University of North Carolina; Lily Lovinger—University of Vermont; Ashley Rink and Kristin Towers—Iowa State University.

©2010Lippincott Williams & Wilkins, Inc.