Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Knowns and Unknowns: Mapping the PPAT Assessments Influence on Student Teacher Multicultural Teaching
Abstract
Like America at large, Kansas sees a divide between a largely white teaching body, and an increasingly diverse student body. Teacher performance assessments have been created to facilitate “good teaching” and high-quality teachers. At the same time, multicultural teaching research indicates that diverse students need more than a single approach and require greater consideration of non-academic factors. The purpose of this critical discourse analysis study is to identify the ways the PPAT assessment embodies multicultural teaching research practices as exhibited through PPAT task requirements and support documents, the “library of examples” samples, as well as the Fort Hays State University student teaching candidate submissions. This study serves as a critical first step to documenting the PPAT’s influence on multicultural teaching practice.
Subject Area
Teacher education|Education|Education Policy|Educational administration
Recommended Citation
Gregory, Scott, "Knowns and Unknowns: Mapping the PPAT Assessments Influence on Student Teacher Multicultural Teaching" (2023). ETD collection for University of Nebraska-Lincoln. AAI30318784.
https://digitalcommons.unl.edu/dissertations/AAI30318784