Publication Date

2014-05-06

Availability

Open access

Embargo Period

2014-05-06

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Department

Teaching and Learning (Education)

Date of Defense

2014-04-14

First Committee Member

Wendy Morrison-Cavendish

Second Committee Member

Beth Harry

Third Committee Member

Robert Moore

Fourth Committee Member

Jomills Braddock

Abstract

The purpose of this dissertation study was to examine teachers’ sense of efficacy and epistemological beliefs using a mixed methods research design. Part 1 used linear regression to analyze participant (n=115) responses to the Multicultural Efficacy Scale (MES). This study determined practicing teachers’ multicultural efficacy using the Multicultural Efficacy Scale (MES) and its relationship to demographic (gender and race/ethnicity) and teaching (degree level and certifications) variables. Study results for Part 1 revealed a significant relationship between teachers’ race and their experiences with diversity and as well as their experiences with diversity and degree level. In addition participants reported average levels of multicultural attitudes and efficacy which had no significant relationship to demographic and teaching variables. Part 2 of this dissertation study used the Pathognomonic-Interventionist (P-I) Interview to ascribe perspectives of ability/disability to a sub-sample of participants (n=6), through the use of an Interview Coding Form designed specifically for deductive coding of the P-I Interview. Study results for Part 2 revealed that 5 of the 6 teachers held perspectives of ability/disability considered pathognomonic. Results suggest that overall teachers’ views of ability/disability do not align with their self-reported multicultural efficacy and support the call for more explicit diversity training and increased collaboration amongst general and special educators.

Keywords

teachers' beliefs; disability; Response to Intervention; culturally and linguistically diverse; multicultural

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