Using Case Study Methods to Evaluate Cultural Responsivity and Equity Orientation in Teacher Preparation

• In Event: Preparing Culturally Responsive Teachers for Equity-Oriented Classrooms: How Do We Evaluate Their Effectiveness and Our Own?

Abstract

Objective
Preparing culturally responsive, equity-oriented teachers requires multiple sources of data about the students, about curriculum, instruction, and practice, and about contexts and structures that might promote or inhibit individual development and program effectiveness. Case study provides an empirical method for collecting the breadth and depth of data needed to evaluate and improve program effectiveness. This poster will demonstrate case study as a program evaluation method with examples from a school-based project.
Theoretical Framework
Educational programs must be intentional about developing the capacity for cultural responsivity and equity orientation. Promoting development of higher order ways of thinking and being requires clear goals, self-assessment, and measuring and supporting progress (Taylor & Marienau, 1997). Moreover, evaluation of teacher practice should reflect the curriculum and focus on learning gains; include all students, consider context and student characteristics, and use multiple measures; ensure accurate data and recognize limitations of data; integrate evaluation of teacher practice and student performance; and be ongoing (Darling-Hammond, 2012). Quality evaluation produces results that can be used to inform decision making (Suskie, 2018).
Methods
Evaluating the ability to create and sustain culturally responsive and equity-oriented classrooms requires purposeful collection of data across multiple points collected from multiple stakeholders. Case study provides a method for gathering, analyzing, reporting, and using multiple sources of data. The purpose of a case study is to better understand a particular case (Stake, 2005), such as a program or curriculum. Moreover, a heuristic case study can help explain why a program is effective and to evaluate alternatives to improve effectiveness (Merriam, 1998). In seeking and incorporating experiences of multiple stakeholders, case study provides a model for democratic decision making, which is vital to advancing cultural responsivity and equity orientation (Hackman & Rauscher, 2004).
Data Sources
In a case study, the sources of data depend on the case and the research questions. In evaluating cultural responsivity and equity orientation, research questions could include: What are the program expectations regarding cultural responsiveness and equity orientation in the classroom? What do teacher candidates know about cultural responsivity and equity orientation? What culturally responsive, equity-oriented practices do teachers incorporate in their classrooms? To answer these questions, a case study can include artifacts, documents, archival records, observations, and interviews (Cresswell, 2007). Documents including program descriptions, curricular maps, and goal statements, and artifacts such as lesson plans, activities, and assignments provide data about the program and about candidate performance. Additionally, interviews, observations, and self-reflections can provide insights into individual and collective experiences. Case study researchers can also analyze historical and physical settings, economics, and other contexts within the bounds of the case (Stake, 2005).
Conclusions and Implications
Education programs represent complex systems operating in dynamic environments. Evaluating effectiveness and making well-informed programmatic decisions requires consideration of multiple sources of data collected intentionally. Moreover, improving effectiveness requires assessing complex dimensions of learning and development in a manner that produces valid, reliable, and actionable data (Author, 2010). Case study provides a model to advance understanding of program effectiveness in preparing culturally responsive, equity-oriented teachers.

Authors

• Laura Maki, Minnesota State University, Mankato

• Kimberly Johnson, Minnesota State University - Mankato