Examining Context and Process of Professional Development for Culturally Responsive Practice: A Cross-Case Synthesis

• In Event: Roundtable Session 25
  In Roundtable Session: Culturally Responsive Practice Within a Context of Standardization

Abstract

This paper presents a secondary cross-case synthesis (Rossman & Yore, 2010) of data from two large-scale, government funded PD initiatives undertaken in the United States and New Zealand. Both projects involved implementation of a comprehensive PD programme focused on whole school change and culturally responsive practices conducted collaboratively by university and school educators. The focus of the synthesis was to examine the ways in which the context and process of PD serve as mediating factors in teacher learning related to culturally responsive practice. Initial findings illuminate a number of common themes regarding PLD programme practices that support teacher learning for culturally responsive teaching that can inform both policy and practice.

Author

• Letitia C. Fickel, University of Canterbury