Willingness to Participate in Professional Development Focused on Cultural Responsiveness: A School District–University Collaboration

• In Event: 18.053 - Collaborative School University and Community Partnerships for Student and Professional Learning

Abstract

The purpose of this multiple case study was to examine teachers’ and administrators’ willingness to participate in a professional development initiative centered on culturally responsive pedagogy. The intent was to identify challenges and successes evident in establishing a school district-university partnership focused on effectively educating teachers to better meet the academic and social needs of their students. Findings suggest willingness to participate was influenced by (a) a wide spectrum of understandings about cultural responsiveness; (b) participants' limited time and capacity to complete high-stakes priorities placed upon them; and (c) readiness to acknowledge cultural responsiveness as imperative to student learning. This research provides implications for all levels of educational systems in the quest to achieve educational opportunity for all.

Authors

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Donna Pasternak, University of Wisconsin - Milwaukee

• Kelly Allen, University of Wisconsin - Milwaukee

• Crystasany Renee Turner, University of Wisconsin- Milwaukee

• John M Knapp, University of Wisconsin - Milwaukee

• Alanna Malloy, University of Wisconsin - Milwaukee