The purpose of this study was to examine the latent construct of multicultural education (ME) among 1887 in-service teachers. Using existing ME scales and Banks’ five-pillar framework to capture relevant classroom, school, and community-level contexts, we generated and tested 48 survey items.
Teaching quality publications
From Research to Market: Development of a Transition Process to Integrate Sustainable Scaling Methodologies into Education Innovation Research Design and Development
To support more successful transitions of educational research to the field, SRI researchers modified its Invent-Apply-Transition framework to educational contexts based on the experiences of an Advisory Council and Expert Panel Members.
Early Childhood Throughout the COVID-19 Pandemic: The Experiences of Arkansas Educators
This brief, which represents the second of two reports, highlights findings from a second sample of Arkansas (AR) educators who completed surveys and focus groups in spring 2021
Strengthening the Clinical Orientation of Teacher Preparation Programs
This paper describes five levers CSU campus-district partnerships used to make clinically oriented reforms to teacher preparation as part of the New Generation of Educators Initiative (NGEI)…
Strengthening the Data Use and Continuous Improvement Capacity of Teacher Preparation Programs
This paper describes four levers that helped university-district partnerships participating in the New Generation of Educators Initiative (NGEI) use data and continuous improvement practices to execute teacher preparation reforms…
The NGEI Approach to Improving Teacher Preparation in the CSU Through a System of Supports
This paper describes three levers that helped the funder, the S.D., Bechtel, Jr. Foundation, execute the New Generation of Educators Initiative (NGEI)…
Building Strong Partnerships to Improve Clinically Oriented Teacher Preparation
This paper describes four levers university teacher preparation programs (TPPs) and districts participating in the New Generation of Educators Initiative (NGEI) used to create strong partnerships…
Evaluation of the New Teacher Center (NTC) i3 Scale-up grant: Teacher practice impacts
SRI’s analysis of outcomes for two cohorts of teachers participating in the scale-up of the New Teacher Center’s intensive program of mentoring and induction for beginning teachers found that NTC induction had a positive impact on teacher classroom practice after two years of mentoring support. There was no difference in impacts between school-based and full-release sites, suggesting that the school-based mentoring model, one of NTC’s key scaling strategies, was as effective as the full-release model that was tested in an earlier study. These findings provide promising evidence that NTC induction support, delivered via strategies that allow scaling across a variety of district contexts, can help beginning teachers surmount early obstacles to success and focus on increasing their students’ learning.
A System of Measures to Support Improvement in Teacher Preparation
This paper proposes a system of measures that campus-district partnerships can develop to guide and assess reforms in four key areas of their teacher preparation programs: 1) partnership with districts, 2) prioritized skills, 3) practice-based clinical preparation, and 4) formative feedback on prioritized skills. Our findings are based on lessons learned from improvement science work associated with NGEI, a multiyear effort to improve teacher preparation at 11 California State Universities teacher preparation programs in partnership with local public-school districts.