Transformative Practices in Rural Education: Leveraging Culturally Responsive Multi-Tiered Systems of Support to Reduce Disproportionality

• In Event: Transformative Designs for Equity: Teacher Education Pathways Across Communities and Contexts

Abstract

The phenomenon of the knowing-doing gap highlights the discrepancy between what teachers learn in traditional teacher preparation programs (TPPs) and what is implemented in the classroom. This study examines the curriculum and assessment pedagogy implemented to address knowing-doing gaps in Multi-Tiered System of Support (MTSS) and Culturally Responsive Teaching (CRT) at HBCU-SE-TPP, a traditional special education (SE) teacher preparation program (TPP) for rural educators at a Historically Black College/University (HBCU). A systematic curriculum analysis uncovered that less than 50% of MTSS elements were addressed in program syllabi. Results from pre-post assessments evaluating MTSS and CRT knowledge and self-assessments examining implementation confidence show that comprehensive, targeted training considerably improved students’ knowledge of MTSS and CRT practices and their implementation confidence.

Authors

• Nicole Anthony, Coppin State University

• Jale Aldemir, Coppin State University

• Mary Grandea, Harford County Public Schools

• Anastasia Roddy, Coppin State University

• Tameka Porter, Towson University