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oai:digital.lib.washington.edu:1773/464482026-02-16T02:15:26Zcom_1773_4888col_1773_4914

Zeichner, Kenneth Boutrid, Afnan 2020-10-26T20:41:35Z 2020-10-26T20:41:35Z 2020-10-26 2020 Boutrid_washington_0250E_22079.pdf http://hdl.handle.net/1773/46448 Thesis (Ed.D.)--University of Washington, 2020 University of Washington Abstract Toward cross-curricular coherence in preparing teacher candidates for culturally responsive teaching Afnan Boutrid Chair of the Supervisory Committee: Ken Zeichner College of Education Curriculum and Instruction This qualitative curriculum analysis study investigates the presence of cross-curricular coherence in a secondary teacher education program in preparing teacher candidates for culturally responsive teaching (CRT). This study draws on literature from Villegas and Lucas (2002) and uses their model of culturally responsive teaching to determine where the six CRT strands are present in the curriculum of the teacher education program. This study also explores how coherence existences in the curriculum both conceptually as well as structurally. This study examines the cross-curricular coherence in the summer quarter of the Master’s in Teaching (MIT) program in secondary education at the University of Washington by addressing the overlaps and gaps that currently exist. It then makes recommendations for how to ensure the curriculum is more coherent in preparing teachers to successfully carry out CRT. application/pdf en_US none coherence culturally responsive teaching teacher education Curriculum development Teacher education Education - Seattle Toward cross-curricular coherence in preparing teacher candidates for culturally responsive teaching Thesis Open Access open.access