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Assistant Professor Shanyce Campbell has been awarded a National Academy of Education/Spencer Postdoctoral Fellowship to continue her research study: "A Mixed Methods Study of Teacher Education Programs' Role in Fostering Candidates' Equity Dispositions." Dr. Campbell researches educational inequity, opportunities to learn for students marginalized educationally, and program evaluation. NAEd/Spencer fellowships provide $70,000 support for early career scholars making significant scholarly contributions in critical areas of education research. Thirty highly qualified recipients are selected each year. Abstract One of the most critical program features for teacher education programs (TEPs) is preparing future teachers to work with diverse learners and in diverse settings. Yet, TEPs continue to struggle in preparing candidates, who are predominately white, that are responsive to the assets and needs of students marginalized by the educational system. Motivated by a commitment to advance opportunities to learn for marginalized students, the purpose of this research project is three-fold: The first goal is to better understand how TEPs foster equity dispositions among teacher candidates. The second goal is to investigate whether there are differences in teacher candidates’ equity disposition based on TEPs orientation towards equity. The final goal is to contribute to the larger methodological conversation regarding the need for rigorous methods that account for the complexities in designing equity-centered teacher education programs. I employ a multi-phase mixed methods case study approach, collecting and analyzing qualitative and quantitative data. This approach allows me to examine both the breadth and depth in which TEPs foster teacher candidates’ equity dispositions. The results from the study will provide greater insight on the how educators and policymakers can create conditions that foster and sustain candidates’ equity-orientations once they become in-service teachers.  Comments are closed.
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