Conceptualizing and Responding to Student Diversities: Voices from Partner Schools
Abstract
Through focus group conversations, partner school personnel unpacked conceptualizations of and responses to diversity, and shared views on diversity- related experiences important to teacher preparation. A constant comparative approach to data analysis was employed. Findings revealed similar conceptualizations and varied, multifaceted responses. Personnel advanced teacher innovation in a supportive and collaborative context as central to providing effective instruction for diverse learners. Disconnects in views of how teachers should build relationships, and partner with students and families to address authentic challenges emerged. Recommendations for enhancing learning opportunities by leveraging experiences and assets of educators, students and families and expanding partnerships are advanced.
Recommended Citation
Garrrett Holbert, Romena M.
(2017)
"Conceptualizing and Responding to Student Diversities: Voices from Partner Schools,"
Ohio Journal of Teacher Education: Vol. 31:
No.
1, Article 5.
Available at:
https://www.exhibit.xavier.edu/ojte/vol31/iss1/5
