Revisiting the M-GUDS-S: Teacher Candidates' Awareness and Acceptance of Diversity
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| Title: | Revisiting the M-GUDS-S: Teacher Candidates' Awareness and Acceptance of Diversity |
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| Language: | English |
| Authors: | Lorie Cook-Benjamin, Beth Walizer, Keith Dreiling |
| Source: | Advocate. 2014 22(1):50-55. |
| Availability: | The Advocate. Available from: New Prairie Press, Center for the Advancement of Digital Scholarship, Kansas State University Libraries. 2123 College of Business Administration, Manhattan, KS 66506. Web site: https://atekan.weebly.com/journal.html; Web site: https://newprairiepress.org/advocate/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Knowledge Level, Student Attitudes, Diversity, Cultural Awareness, Rating Scales, Communities of Practice, Service Learning, Internet, Clinical Experience |
| ISSN: | 2637-4552 |
| Abstract: | As shared in the authors' article published in the spring 2013 issue of "The Advocate Journal," schools of education are concerned about the best way to provide teacher candidates with clinical-based (also referred to as "field" in the literature) experiences that meet accreditation outcomes. In the "Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Learning" (NCATE, 2010), ten research-based principles created a framework for clinical-based practices. In this follow-up study, two of the ten principles are addressed in this companion paper -- opportunities for candidates to interact in professional learning communities and application of technology to promote collaboration. To investigate these two principles, this follow-up study ascertained if the addition of a service-learning component significantly increased or decreased candidates' acceptance of diversity. The service-learning component was offered to candidates through an Internet clinical-based practice. More specifically, this companion paper discusses post-test results for the Miville-Guzman Universality-Diversity Scale -- Short Form (M-GUDS-S) regarding data collected prior to the inclusion of the service-learning component to data collected after the inclusion of the service-learning component. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | EJ1480610 |
| Database: | ERIC |
| Abstract: | As shared in the authors' article published in the spring 2013 issue of "The Advocate Journal," schools of education are concerned about the best way to provide teacher candidates with clinical-based (also referred to as "field" in the literature) experiences that meet accreditation outcomes. In the "Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Learning" (NCATE, 2010), ten research-based principles created a framework for clinical-based practices. In this follow-up study, two of the ten principles are addressed in this companion paper -- opportunities for candidates to interact in professional learning communities and application of technology to promote collaboration. To investigate these two principles, this follow-up study ascertained if the addition of a service-learning component significantly increased or decreased candidates' acceptance of diversity. The service-learning component was offered to candidates through an Internet clinical-based practice. More specifically, this companion paper discusses post-test results for the Miville-Guzman Universality-Diversity Scale -- Short Form (M-GUDS-S) regarding data collected prior to the inclusion of the service-learning component to data collected after the inclusion of the service-learning component. |
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| ISSN: | 2637-4552 |
