The Perceived Impact of the LEAD Program on the Efficacy of Teacher Candidates in Diverse Classrooms
Date of Award
10-20-2015
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
diversity, efficacy, LEAD, multicultural efficacy scale, pre-service teacher education, teacher candidates
Supervisor
Salinitri, Geri
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
This study focuses on pre-service teacher candidate’s confidence in their ability to integrate diversity into their classrooms. Teacher candidates were given the Multicultural Efficacy Scale (MES), where their efficacy scores were compared based on their enrollment in the enrichment program Leadership Experience for Academic Direction (LEAD). LEAD candidates are provided with teaching strategies, meta-cognitive and leadership/mentoring skills, resources, professional development opportunities, and are placed with Student Success Teachers during practicum to learn from students deemed “in risk” . The results found that LEAD candidates scored higher on efficacy than NONLEAD candidates. LEAD candidates were also given open-ended questions to explore the perceived impact of their experience in the LEAD program and its potential relationship with efficacy in diverse classrooms. The responses revealed themes of practical experience, empathy and understanding, social learning and lifelong learning and assisted in providing deeper insight into the quantitative results. Keywords: pre-service teacher education; efficacy; teacher candidates; LEAD; diversity; multicultural efficacy scale; empathy; practical experience; social learning; life-long learning
Recommended Citation
Palazzolo, Alyssa Nicole, "The Perceived Impact of the LEAD Program on the Efficacy of Teacher Candidates in Diverse Classrooms" (2015). Electronic Theses and Dissertations. 5657.
https://scholar.uwindsor.ca/etd/5657