1. Mirror, Mirror on the Wall

2. Investigating the Phenomenon of Multicultural Teaching Concerns
Presented by
Laurel L. Byrne, Ed.D.
Assistant Professor, La Salle University
The Association of Teacher Educators
~ 2016 Annual Meeting ~

3. Setting the Stage Evolved from the researcher’s reflective practice
Former educator of young children in an urban setting and now an instructional leader educating undergraduate students in early childhood education
Contemplated the “worries” that early childhood teacher candidates may have with regard to their work with diverse families
Demand for greater accountability to prepare early childhood teacher candidates to understand the diverse families with whom they will work
Uncovered the phenomenon of teacher concerns in existing literature
particular interest in the seminal work of Marshall (1996)
Potential for further exploration with regard to these “worries.”

4. Delving into Teacher Concerns Research
Fuller’s model (since late 1960’s)  focus on general teacher concerns linked to self, task, and impact concerns
Further investigation led to Marshall’s (1996) study concerns related to working with culturally diverse students
Findings “…that as dissimilarities between cultural backgrounds of teachers and students increase, the need to better understand the concerns that teachers/preservice teachers bring to their work with diverse students will also increase” (p. 378).

5. Further Exploration of MTC
Investigate construct of MTC linked to familial/group knowledge
Scope of the study broadened Marshall’s (1996) construct of MTC  students of color
More contemporary view
Accordance with multicultural perspective (Formerly NCATE)
Consideration of concerns that may be related to ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area

6. Construct of Multicultural Teaching Concerns
Marshall’s (1996) findings
Teachers’ concerns with regard to their work with culturally different students are “substantively different” (p. 372) from general teacher concerns
Proposed two new dimensions of concerns linked to multicultural education
One being familial/group knowledge  extent to which teachers perceive gaps in their knowledge about the family or the cultural background of their diverse students
warranted further exploration of the construct of MTC

7. Literature Review
Timely nature of the demand for greater accountability to prepare early childhood teacher candidates to understand the diverse families with whom they will work (NAEYC, 2011).
Chavkin (2005) noted “…the importance of preparing educators to work together with diverse families cannot be overstated; a parent is a child’s first teacher and the only teacher who remains with a child throughout his or her education” (p. 16).

8. Literature Review
Differences such as race/ethnicity, religion, sexual orientation, ability status, social class, or any other categories of differences can prompt misunderstanding and mistrust (Gonzalez-Mena, 2001).
Reaching out and engaging diverse families may be a taunting task for early childhood preservice teachers (Chavkin, 2005).

9. Literature Review
Growing evidence indicates that effective teaching is closely linked to a teacher’s understanding of diverse learners which includes their cultural, linguistic and family background (Darling-Hammond, L. & Bransford, J., 2005).

10. Primary Research Question
What Multicultural Teaching Concerns (MTC) do early childhood teacher candidates and beginning teachers have with regard to their knowledge and understanding of diverse families? (PRQ)

11. Related Research Questions
What triggers the multicultural teaching concerns that early childhood teacher candidates and beginning teachers have with regard to their knowledge and understanding of diverse families? (RQ 1)
How do these concerns hinder confidence and comfort level with regard to working with diverse families? (RQ 2)
How can an examination of the construct of multicultural teaching concerns inform programmatic development? (RQ 3)
How do these expressed concerns expand on Marshall’s (1996) contention of the construct of multicultural teaching concerns and the sub-dimension of familial/group knowledge? (RQ 4)

12. Accountability: Making It Meaningful
Factors Relevant to 2016 ATE Conference Theme

13. Expanding the Landscape
A need to view greater accountability and articulation beyond the scope of K-16
The inclusion of efforts linked to the preparation of early childhood preservice teacher candidates can be instrumental in making meaning and substantiating accountability of our efforts in teacher preparation which lay the foundation for the overall growth and development of learners (P-16)

14. Alignment with ATE Teacher Educator Strands
Standard 1) Teaching Standard 2) Cultural Competence Standard 3) Scholarship Standard 4) Professional Development Standard 5) Program Development Standard 6) Collaboration

15. The Research Study
“Optimism is the faith that leads to achievement, nothing can be done without hope and confidence.” Helen Keller

16. Theoretical Framework
Through the lens of an interpretivist paradigm
“Interpretivists believe that the researcher, research participants, and readers of a case study will have their own unique interpretation of the meaning and value of a case study” (Gall, Gall, & Borg, 2005, p. 319).
An interpretivist approach allowed the researcher to seek a greater understanding of the phenomenon of the construct of multicultural teaching concerns from the participants lived experience.
Such a study “…involves studying the subjective meanings that the participants attach to their experiences; so rather than focus on facts” (Hennick, Hutter, & Bailey, 2011, p. 14).

17. Methodology
Qualitative research design of a case study rooted in grounded theory
Deviated from most traditional concerns-based research  survey methodology

18. Soundness of Qualitative Research
Lincoln & Guba (1985)
Credibility
Transferability
Dependability
Confirmability

19. Data Sets Document Review of Course Syllabi One-on-One Interviews
Demographic Survey
Aligned with the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial and Advanced Early Childhood Professional Preparation Programs: Standards 1b and 2a
One-on-one semi-standardized interview (emic perspective of the participants)
Multivocality
Audio-taped, transcribed, and analyzed
Illustrated the snapshot of the participants

21. Stages of Coursework
Intent  sample at predefined points of variation (Patton, 2001)
Junior level (five of the nine)
Senior level prior to clinical practice (four of the nine)
No students partaking in clinical practice or just having completed clinical practice participated in the actual study
Beginning teachers (two) in first three years

22. Analysis of the Data Sets
Findings
Analysis of the Data Sets

23. Conceptualization
Linking data sets together into a broader conceptual framework that can begin to explain the phenomenon understudy

24. Analysis of Data Sets Review of Course Syllabi Demographics
Snapshot that research illustrates as the majority of early childhood preservice teachers and classroom teachers; white, middle class, and female (Lyon, 2009)
Review of Course Syllabi
Alignment of course characteristics and NAEYC Standards 1b and 2a

25. Visual depiction of the findings of the alignment of course objectives (prior to clinical practice) with NAEYC Standard 1 and NAEYC Standard 2.
The solid lines reflect a direct link between the course objectives and key element 1b and key element 2a.
The dotted line reflects a link in general to Standard 1 and Standard 2.

26. It started with a box.

27. Visual depiction of the experiences that informed the teacher candidates’ and beginning teachers’ knowledge and understanding of diverse families with concerns swirling around their heads.

34. Theory Expansion
Back and forth nature of the analytical process led to a conceptualization of the data
Gained a deeper understanding of the intricacy of the nature of the phenomenon of MTC with regard to knowledge and understanding of diverse families (RQ 4)
Led to “…extending concepts in pre-existing theory to develop a more refined understanding of the phenomenon”(Hennick, Hutter, & Bailey, 2011).

35. Answering Research Question # 3
Recommendations
Answering Research Question # 3

36. Symbolizing a classroom
Back to the Box
Initially  field experience classroom
Next  beginning teachers’ classrooms
Then  university classroom
Symbolizing a classroom
R2OOTS has the potential to branch out to benefit the overall growth and development of all learners.

37. Initial conceptualization of the relationships between the key considerations of R2OOTS.

38. The Big Picture Key Considerations of R2OOTS Relationships Reflection
Opportunity
Optimism
Transparency
Social Justice

40. Limitations Sample size Researcher bias Connected community
Faculty-student relationships
Demographics of Participants

41. Challenges Faced Challenges Faced Lifesavers Hennick, Hutter & Bailey
(2011)
Laurie
Annemarie
Sister Helen

42. Applicability Inform programmatic development
Evaluate current practices
Professional development
Strengthen partnerships
Induction
Build confidence and comfort to seek out employment in diverse settings

43. Sharing & Collaborating
A Community of Learners

44. Where do you see your program along the path?
Do you see parallels with the interplay between the triggers/sources of the MTC, the MTC, and hindrance to confidence and comfort to working with diverse families and your own teacher candidates?
What are some additional considerations that you have as a result of the effectiveness of your program and/or collaborations leading to a more transparent experience in teacher preparation and/or induction?
How might R2OOTS inform practices within your teacher preparation program?
What recommendations and guidance might you offer to support the researcher’s future endeavors?

45. References
Chavkin, N.F. (2005). Strategies for preparing educator to enhance the involvement of diverse families in their children’s education. Multicultural Education, 13(2),
Darling-Hammond, L., & Bransford, J., (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

46. References
Gall, J.P., Gall, M.D., & Borg, W.R. (2005). Applying educational research: A practical guide (5th ed.). Boston, MA: Pearson Education Inc.
Gonzalez-Mena, J. (2001). Multicultural issues in child care. Mountain View, CA: Mayfield.
Hennick, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods. Los Angeles, CA: Sage Publications.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.

47. References
Lyon, A. F. (2009). Teaching others: Preservice teachers’ understandings regarding diverse families. Multicultural Education, 16(4), 52-55.
Marshall, P. L. (1996). Multicultural teaching concerns: New dimensions in the area of teacher concerns research? The Journal of Educational Research, 89(6),

48. References
National Association for the Education of Young Children. (2011) NAEYC standards for initial & advanced early childhood preparation programs. Retrieved from the National Association for the Education of Young Children website: YC%20Intial%20and%20Advance%20Standard %2010_2012.pdf

49. References
Patton, M.Q. (2001). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage.