“I Hope That This Study Fortifies Tools and Resources for Instructional Leaders”

• In Event: Preparing Equity-Minded Teachers for Multilingual Learners: Practices Across Contexts

Abstract

To support our ever growing culturally and linguistically diverse (CLD) student populations in K-12 settings, prospective educators and educational leaders need to have experiences with varied classroom and school scenarios. In this replication-over-a-new-population study, we examine the efficacy of two discussion formats (instructor-facilitated vs. instructor-supported) among prospective leaders enrolled in an educational leadership course incorporating Case-Based Instruction focused on such topics as language and identity. The results highlight CBI as an effective tool in increasing prospective leaders’ ability to effectively identify and solve diversity-related challenges of practice as well as their self-efficacy and attitudes in working with CLD students. Findings supporting the expertise reversal effect have implications for designing tailored instructional systems for learners with more extensive prior educational experiences.

Authors

• Oluyemisi Ajoke Oloniyo, Washington State University

• Sarah L. Newcomer, Washington State University - Tri-Cities

• Yun-Ju Hsiao, Washington State University - Tri-Cities

• Yuliya Ardasheva, Washington State University - Tri Cities

• Shannon M. Calderone, Washington State University

• Shenghai Dai, Washington State University