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The Birth of a Survey: Developing an Assessment of Preservice Teachers’ Diversity Awareness

The Birth of a Survey: Developing an Assessment of Preservice Teachers’ Diversity Awareness

Mary Cain Fehr, Mary Frances Agnello, Steven M. Crooks, Fethi Inan, Raymond Flores
Copyright: © 2012 |Pages: 17
ISBN13: 9781609608576|ISBN10: 1609608577|EISBN13: 9781609608583
DOI: 10.4018/978-1-60960-857-6.ch019
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MLA

Fehr, Mary Cain, et al. "The Birth of a Survey: Developing an Assessment of Preservice Teachers’ Diversity Awareness." Cases on Institutional Research Systems, edited by Hansel Burley, IGI Global, 2012, pp. 288-304. https://doi.org/10.4018/978-1-60960-857-6.ch019

APA

Fehr, M. C., Agnello, M. F., Crooks, S. M., Inan, F., & Flores, R. (2012). The Birth of a Survey: Developing an Assessment of Preservice Teachers’ Diversity Awareness. In H. Burley (Ed.), Cases on Institutional Research Systems (pp. 288-304). IGI Global. https://doi.org/10.4018/978-1-60960-857-6.ch019

Chicago

Fehr, Mary Cain, et al. "The Birth of a Survey: Developing an Assessment of Preservice Teachers’ Diversity Awareness." In Cases on Institutional Research Systems, edited by Hansel Burley, 288-304. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-857-6.ch019

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Abstract

Assessing the effectiveness of academic programs is a critical element of institutional research. Changing demographics in the United States compel us to measure the effectiveness of academic programs to address issues of diversity. At a large public university in the Southwestern U.S., a team of researchers constructed a diversity awareness survey as part of its institutional research. This survey was created in response to several factors: (1) results from a university-wide survey of graduating seniors regarding attitudes toward diversity were alarming; (2) the College of Education was undergoing NCATE accreditation review, and assessment had become part of institutionalized procedures in the college; (3) the Curriculum and Instruction department chair requested it; (4) the teacher certification program was guided by a mission to prepare teachers to be effective in diverse classrooms. This process appeared simple at first, but proved to be a lengthy, complex series of steps on a not-so-linear path. After three years, we are just now reaching a point where we believe the survey validity is strong and the questions need no further revision.

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