CoChat
Sign Up
Cited by 247Teacher Education and Leadership StudiesGlobal Education and MulticulturalismEducation Pedagogy and Practices

Examining Values and Beliefs About Teaching Diverse Students: Understanding the Challenges for Teacher Education

Tatto, Maria Teresa·1996·Educational Evaluation and Policy Analysis
DOI 10.3102/01623737018002155
Open this paper in CoChat — free account

Abstract

This paper presents empirical evidence regarding the capacity of teacher education programs to influence the values and beliefs of those who enroll in them and offers insight into the conditions that may be conducive to such effects. Our study shows that although teacher education faculty and enrollees across the programs studied subscribe to ideals of social justice and fairness in regard to teaching diverse learners, it is less clear how they translate these ideals into their views concerning curriculum design and implementation, assessment of student progress, and classroom and school organization. Our findings indicate that lay culture norms among enrollees are strongly ingrained and that most teacher education, as it is currently structured, is a weak intervention to alter particular views regarding the teaching and management of diverse learners.

Integrity signals

Registry

Crossref · 10.3102/01623737018002155

Cites

54 of 54 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Carefully constructed field experiences that are coordinated with campus courses are more influential and effective in supporting student teacher learning than unguided and disconnected field experiences.

    “Zeichner, (2010, 484) relates the findings of two of the most in -depth studies conducted by Darling-Hammond (2006) and Tatto (1996) to show 'that carefully constructed field experiences that are coordinated with campus courses are more influential and effective in supporting student teacher learning than the unguided and disconnected field experiences that have historically”

    From Pedagogical dilemma in teacher education: Bridging the theory practice gap (2023) · cites this paper as Tatto 1996

Cites

Flagged first, then by citations

2 of the 56 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Tatto, M. T.
Affiliations
Michigan State University
Venue
Educational Evaluation and Policy Analysis
Publisher
American Educational Research Association (AERA)
Published
1996-06
Volume
18
Issue
2
Pages
155-180
ISSN
  • 0162-3737 (ISSN-L)
  • 1935-1062
DOI
10.3102/01623737018002155
OpenAlex
W2148678587
Cited by
245
References
56
Citations by year
2026: 5 · 2025: 5 · 2024: 6 · 2023: 13 · 2022: 8 · 2021: 11 · 2020: 13 · 2019: 18 · 2018: 18 · 2017: 8 · 2016: 12 · 2015: 14 · 2014: 12 · 2013: 15 · 2012: 10
FWCI
26.49
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Educational Evaluation and Policy Analysis (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Global Education and Multiculturalism
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
teacher professional development, teacher beliefs, values, diverse students, social justice, curriculum development, classroom management, school organization, teacher education curriculum

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review