Early Urban Field Experiences for Prospective Teachers: A Case Study of Multicultural Field Placements Through a University-based Preservice STEM Teacher Program

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dc.contributor.advisorSelden, Stevenen_US
dc.contributor.authorSegal, Eden Heatheren_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-02-17T06:48:30Z
dc.date.available2012-02-17T06:48:30Z
dc.date.issued2011en_US
dc.description.abstractEducational and political leaders have expressed concern about racial and ethnic disparities in students' readiness for postsecondary study and careers in science, technology, engineering, and mathematics (STEM). A lack of preparedness of STEM teachers in high-need urban districts, which serve predominantly low-income minority students, is often associated with poor student outcomes. Programs emphasizing multicultural or culturally responsive teacher education are among the initiatives that have been developed to address inequalities. In particular, early field experiences for prospective teachers in high-need districts merit closer study. This research used a multiple case study approach to examine two field placements facilitated by a privately endowed STEM teacher education program for prospective teachers at a public mid-Atlantic university through partnerships with educational groups. It explored how two placements--at a public charter school serving grades 5 through 8 (PCS) and a college preparatory program for high school students (Summer College)--reflected nine principles of good practice put forth by Multicultural Preservice Teacher Education Project (MPTEP). Data consisted of interviews, observations at PCS, and document review, and were analyzed using matrices derived from the MPTEP principles. These nine principles, five related to preservice teacher preparation activities and three related to desired outcomes, were reflected to varying degrees in placements at PCS. One principle was not evident; participants did not appear to examine identities as part of the placements. There was also countervailing evidence of several elements. For example, placements did not appear to extend into the community or involve community-based teacher educators. Three principles regarding activities and two related to desired outcomes were reflected in placements at Summer College, but the four others were not and the data collected were weak in some areas. This research can help us better understand early urban field placements and how they may affect participants' readiness and interest in teaching at high-need urban schools. The study offers information to practitioners seeking to use urban field experiences to help prepare teachers for urban schools as part of efforts to improve student outcomes in STEM subjects. The study also suggests use of the MPTEP principles for future research.en_US
dc.identifier.urihttp://hdl.handle.net/1903/12273
dc.subject.pqcontrolledTeacher educationen_US
dc.subject.pqcontrolledMulticultural educationen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pquncontrolledCase studyen_US
dc.subject.pquncontrolledScienceen_US
dc.subject.pquncontrolledtechnologyen_US
dc.subject.pquncontrolledengineering and mathematicsen_US
dc.subject.pquncontrolledSTEMen_US
dc.subject.pquncontrolledTeacher recruitmenten_US
dc.subject.pquncontrolledUrban educationen_US
dc.titleEarly Urban Field Experiences for Prospective Teachers: A Case Study of Multicultural Field Placements Through a University-based Preservice STEM Teacher Programen_US
dc.typeDissertationen_US

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