The Instruction and Assessment of Multicultural Dispositions in Teacher and Counselor Education

摘要: Introduction From the time that Nation at Risk Report (U.S. Department of Education, 1983) was published up to more recent debates over President Bush's No Child Left Behind legislation, much attention has been given school reform (Farley, 2005; Gollnick & Chinn, 2009; Huerta, 2009). Of factors bolster student achievement, individual teacher characteristics and quality instruction are most important (Darling-Hammond, 1997; Bransford, Darling-Hammond Le Page, 2005). Even when home, neighborhood, environmental determinants fail provide students with tools succeed, well-trained educators can make a positive difference in way achieve academically (Carter, 2000; Farley, Teacher training is incomplete, however, if education preparation programs emphasize need for personnel be intentionally inviting regards policies, places, programs, processes they utilize construct climate (Purkey Novak, 2008). Schmidt (2004) reminds us districts who adopt policy advocates strict cut-off points on state mandated tests adhere misguided belief everyone should treated same, disregarding collective differences. "At same time, places reflect only dominant culture without recognizing presence diverse populations practice exclusion rather than inclusion daily life. Programs neglect or ignore differences [and] adopted convenience an elite few, may disinvite people feel slighted set apart from rest population," (p.30-31). Theoretical Framework The initial impetus theoretical framework this study, related multicultural dispositions, inspired by recommendations made National Council Accreditation Education (NCATE)--the nation's largest accrediting agency. NCATE requires assess dispositions their candidates. It believed some, though not all, professionals play critical role effectiveness as do teachers' pedagogical content knowledge skills (Wasicsko, 2002). Additional provided academic disciplines. literature comes recommendation Klinger Edwards (2006) Trent, Kea, Oh (2008) beginning in-service professional development efforts better job equipping culturally responsive, evidence-based strategies. De' Melendez Beck (2010) warn against adopting one-size-fits-all, monocultural mindset teaching students. Chin (2009) move beyond canon ways knowing. Several counseling experts (e.g., Arredondo, et al., 1996; Axelson, 1999; Baruth Manning, 2003; Ivey, D'Andrea, Simon-Morgan, 2002; Constantine, Robinson, Sue Sue, 2008) advocate disposition-like competencies skills, but also counselor attitudes beliefs. Principles borrowed Invitational Theory Practice (ITP) backdrop. When surveying literature, one identify natural link appears connect ITP movement. William Purkey John Novak (1996), founders ITP, affirm that, "In fight prejudices, teachers cannot neutral spectators. They combatants subtle so forces negate worth ability large numbers students," (p. 66). However, notes "Over years, research about invitational addressed nuances applying approach students, parents, employees, clients, other backgrounds," …