SIG-Accreditation, Assessment, and Program Evaluation in Education Preparation

Joyce E. Many, Georgia State University

Capturing the Complexity of Enacting Equity-Centered Teaching Practice: A Rasch-Based Scenario-Style Scale - Wen-Chia Claire Chang, University of Nebraska - Lincoln; Larry Houston Ludlow, Boston College; Lexie Barbara Grudnoff, The University of Auckland; Fiona Ruth Ell, University of Auckland; Mary F. Hill, University of Auckland; Marilyn Cochran-Smith, Boston College

Using the Critical Incident Technique to Understand the Effectiveness of Graduates From Our Urban Teacher Education Programs - Joyce E. Many, Georgia State University; Carla Lynn Tanguay, Georgia State University; Ruchi Bhatnagar, Georgia State University; Katherine Samford, Georgia State University

Exploring Elements of Responsive Instruction in Preservice Teachers' Classrooms Through a Structural Equation Modeling Framework - Genine Lorraine Blue, TNTP; Victoria Brady, TNTP; Christine DiStefano, University of South Carolina; Kimberlee Logan, TNTP Teaching Fellows

Teacher Dispositions and Culturally Responsive Practice - Diane M. Truscott, Georgia State University; S. Mia Obiwo, The University of Memphis

Research-Based Methods for Evaluating Culturally Relevant Teaching Practices in Teacher Education - Rebecca Smith, University of Portland; Nicole Ralston, University of Portland; Jacqueline C. Waggoner, University of Portland

It's About Truly Knowing Our Students: Developing Culturally Responsive Pedagogy in Literacy Instruction - Tiffany Coleman, Georgia Gwinnett College; Lisa Eickholdt, Georgia Gwinnett College; Jennifer W. Greene, Georgia Gwinnett College

Advocacy in Pursuit of Equity: An Urban Teacher Preparation Academies' Approach for Broader Impact - Robert M. Nelson, University of Central Oklahoma; Kim Pennington, University of Central Oklahoma; Jill M Davis, University of Central Oklahoma; Shannon R. Montgomery, University of Central Oklahoma

Exploring Deficit Discourse Among Preservice and In-Service Literacy Educators to Promote Culturally Responsive Pedagogy - Tamra W. Ogletree, The University of West Georgia; Robert A. Griffin, University of West Georgia

Creating a Common Statewide Understanding of Culturally Responsive Practice - Christine Carrino Gorowara, University of Delaware; Chantalle Ashford, Indian River School District; Raushann Austin, Delaware Department of Education; Virginia Forcucci, Sussex Technical High School; Shannon Holston, Independent Consultant; Monique Martin, Delaware Department of Education; Stacie Zdrojewski, Red Clay Consolidated School District

Surfacing Equity in edTPA Through the Lens of Culturally Responsive Pedagogy - Diana B. Lys, University of North Carolina - Chapel Hill; Jocelyn A. Glazier, University of North Carolina - Chapel Hill; Kelly Johnson Barber-Lester, University of North Carolina - Chapel Hill; Wenyang Sun, University of North Carolina - Chapel Hill; Kristin Papoi, University of North Carolina - Chapel Hill

Teacher Evaluation as Cultural Practice: A Framework Equitable and Excellent Teaching - Maria del Carmen Salazar, University of Denver; Melissa Peterson Schneider, University of Denver

Using Case Study Methods to Evaluate Cultural Responsivity and Equity Orientation in Teacher Preparation - Laura Maki, Minnesota State University, Mankato; Kimberly Johnson, Minnesota State University - Mankato

Assessing Preservice Teacher Equity-Based Dispositions: Connecting With Evidence by Practitioners, Researchers, Evaluators, and College Administrators - Susan A. Tucker, Evaluation and Development Associates LLC; A.Dee Williams, California State University - Los Angeles

From Abstractions to Actions: Supporting Teacher Effectiveness Through the Culturally Relevant Student Perspective Survey - Aimee Myers, Texas Woman's University

Nadia Behizadeh, Georgia State University