Learning About Culturally and Linguistically Diverse Students From Classroom Cases: Initial Assumptions' Impacts

• In Event: Sheraton Roundtable Session Five
  In Roundtable Session: Diverse Student Experiences in the Classroom (Table 10)

Abstract

We examine the extent to which preservice teachers’ initial assumptions about culturally and linguistically diverse (CLD) students impact their learning from classroom cases. Participants (N = 95) completed five hours across four weeks, including responding to the initial assumptions question and weekly written responses to classroom cases. Results identified three classifications of initial assumptions for CLD students’ potential struggle (e.g., teachers), each with their own themes (e.g., multiplicity, teacher struggle) for how preservice teachers would respond to the specific issue in the case. Findings suggest that, at least for our sample, initial assumptions do matter. Participants’ case responses, the alternative solutions they suggested, and the case details that they choose to respond to depended upon their beliefs about CLD students.

Authors

• Portia Amoa-Danquah, Washington State University
  Presenting Author

• Genna Kieper, Washington State University
  Presenting Author

• Kira J. Carbonneau, Washington State University
  Non-Presenting Author

• Sarah Newcomer, Washington State University - Tri-Cities
  Non-Presenting Author

• Yuliya Ardasheva, Washington State University - Tri Cities
  Non-Presenting Author