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This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, this report contains three parts. Part 1 discusses demographic changes in the MERC region and provides historical, political, social, and economic contexts for understanding these changes. Part 2 describes the federal, state, and local policy contexts relevant to cultural diversity within schools, and professional development (PD) related to this topic. This section also reviews research on how policy contexts shape teachers’ decisions to participate in PD. Part 3 reviews existing studies of cultural diversity PD and describes the types of PD programs currently available in the MERC region. In the conclusion to the report, we present a list of recommendations for policy and and for future development and implementation of PD related to cultural diversity. The final section of the report also describes gaps in the existing body of knowledge and the research needed to better understand PD related to cultural diversity.
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VCU MERC Publications
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons