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Multicultural Teacher Education Pedagogy Project REGISTER NOW
AERA 2006 Annual Meeting (San Francisco) PRE-CONFERENCE PROFESSIONAL DEVELOPMENT COURSE: MTEPP Longitudinal Studies Proposal Development & Data Analysis
Thursday April 6, 9:00 am - 5:00 pm & Friday, April 7, 8:00 am - 4:00 pm Renaissance Park 55 Hotel, Da Vinci Room Speakers: Christine Sleeter, Geneva Gay, Kris Gutierrez, Antonia Darder, Marki LeCompte, Teresa L. McCarty, and others. for the

Designed for both new and returning participants, this course takes individuals and collaborative teams through the process of developing a plan for longitudinal research on multicultural teacher education. You will have the opportunity to: � Dialogue with senior scholars in the field of multicultural education research about your project ideas, and work with MTEPP staff to develop site plans, timelines, collaboration models, and funding and evaluation plans. � Network with others to find collaborators for your research. � Your working group will receive focused mentoring from MTEPP Senior Advisory Board and other scholars in the field. � You will receive training on implementation of some common data collection tools that MTEPP hopes will be used across all sites (so that our findings can be compared and generalized). � Returning MTEPP participants will be able to: o Re-connect with their collaborative teams o Compare their preliminary data across multiple sites, develop findings from the shared research, o Modify their research questions and collaborative research design, and plan next steps for their multi-site research collaboration. Individuals seeking collaborators for their MTEPP longitudinal proposals are also encouraged to attend. Be a part of the discourse setting a new trend in teacher education pedagogy. Engage in interdisciplinary, collaborative, longitudinal research in teacher education while being advised by the gurus of the field. We have an exciting agenda for you to enhance the research you are engaged in. In addition to eminent speakers, group workshop time, and introduction of several research tools (survey instruments, planning documents, an updated annotated bibliography, etc.) that all sites/teams can use, the seminar agenda will include: small group mentoring by senior scholars in the field, and an opportunity for editorial “friendly review” of articles ready for submission.

REGISTER EARLY! Seminar is limited to 40 participants


1) Register through AERA website to reserve your place in the course. (register for Extended Course #9, MTEPP Longitudinal Studies Proposal Development & Data Analysis) 2) Register through MTEPP to receive a Pre-Conference Packet: Contact Yuri Wellington ( or (808) 956-0712.
For more information about MTEPP, visit the MTEPP website at



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Frequently Asked Questions About MTEPP:
What is MTEPP, anyway?
� The Multicultural Teacher Education Pedagogy Project is a pan-geographic, multidisciplinary dialogue initiated to develop a network of educators and researchers who will engage in multisite, longitudinal studies of the outcomes of multicultural teacher education on K-12 classrooms. The project facilitates cost-effective planning and development of multi-site collaborations by using existing convocations to bring together potential collaborators.

It’s a big commitment, I’ve already developed a research agenda and I have to make tenure with the agenda I have...

� I have the same concerns. But from what I know of your research agenda, it seems that there are some very important connections between what you're currently working on and what we are seeking to do through this project...The nice thing about MTEPP is that you have the potential to carve the slice from the project that makes sense to you. For example, a lot of research going on right now is focusing on teaching for social justice in content areas... � The purpose of MTEPP is to facilitate collaboration among scholars who are engaged in – or would like to be engaged in – research on multicultural teacher education. Your participation will support you in achieving the goals of your own research agenda because you will participate in a meta-dialogue of scholars across the country engaged in similar research endeavors. � In many ways, MTEPP can support your tenure agenda, because it will give you support and feedback around developing a well-grounded and well-designed research plan, forums, for scholarly dialogue, presentation outlets, and even opportunities for co-authorship if you choose.

Won’t I be competing for funding with everyone else in the workshop? I’d rather go it alone…

� Again, if you really make your part of MTEPP "your own," then you will be able to make a strong case for why your research should be funded. Although others will have similar projects, you should focus on what makes yours unique.

Should I sign up if I’m interested in multicultural teacher education but I’m not sure if I want to do longitudinal research?

� One of the great benefits of MTEPP is that it gives scholars an opportunity to dialogue, to compare research, and to construct new knowledge about multicultural teacher education with colleagues from around the country. So often we work in the relative isolation of our own campuses and departments. Are the others asking the same questions? What experiences and perceptions are others finding? � Multicultural education as a field of inquiry has existed for more than 30 years, since the Banks typology was first introduced. Teaching for diversity has been at the forefront of the national teacher education agenda for over a decade. Yet, despite these two factors, there is currently *no* national database of findings from research on multicultural education, multicultural teacher education, or pedagogy. Examining the outcomes of multicultural teacher education over time will require input from as many scholars engaged in this kind of research as possible. If you are one of those individuals, you might find collaborating in the metadialogue that is framed by MTEPP just as valuable a way of contributing your scholarship.
For more information about MTEPP, visit the MTEPP website at


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What other benefit will attending this workshop have for me if I don’t do a longitudinal project? � We are always talking about the extent to which we need more guided planning time to organize ourselves and our research. This workshop is just such a time. You should definitely be interested in some aspect of multicultural teacher education, but there are multiple benefits from attending, not the least of which is time with leaders in the field and contact with individuals involved in funding research. What kinds of parameters are there for what constitutes research on “multicultural teacher education” and that is “longitudinal?” � Come to the workshop and find out!  There is no prescription for MTEPP research, and as we know from previous research in this field and our own experiences, “multicultural education” means a lot of different things to different people. In fact, one of the goals of MTEPP -- through the descriptive strand of the research – is to document what folks are doing in their classrooms that is multicultural pedagogy. You can help with this documentation by contributing your own research, observations, practices.  � There are a couple of different ways to think about multicultural teacher education. First, you can think about it in terms of what people in your School/College are doing within their classes. At many places, there is the claim made by faculty that there is no need for a multicultural education course for preservice or inservice teachers because everyone covers it in their courses. You may be interested in pursuing this angle. Or, there may be programs in which the multicultural education course stands alone, for the most part. And then there are those "best practice" kinds of teacher ed. programs, in which there is a course, committed faculty AND a coherence between what faculty emphasize, what preservice teachers learn in their placements. Okay, but what exactly is longitudinal research? � There are various ways of conceptualizing research as “longitudinal.” One way is for an individual or collaborative group to engage in research over an extended period of time. Another way is for researchers with similar questions and designs to compare their data over time. This type of longitudinal data is what comprises some of the national databases many of us use, such as the NAEP, etc. Come to the workshop and find out more about how your research can fit into a longitudinal research agenda! If I’m already doing work in this area does that count as longitudinal or does my project have to have a definite start date that is AFTER this workshop? � Most scholars find that one research project leads to another…and so on. Naturally, your work in MTEPP will grow out of what you’ve done before, and very likely lead into what you do next. � Of course you should continue doing work that you're already doing, but because this is a collaborative project, it's critical to have things to collaborate about. Depending upon the specific nature of your collaboration in MTEPP, there may be "official" dates on which the projects begin, and this is largely due to the necessity of being able to compare information gathered and research done across sites. � Most of the MTEPP timelines and coordination of dates, though, really center around reporting, presentation, and dialogue; data analysis and synthesis, and publication. There may be established “snapshot” timeframes, and for new projects, we have a proposed timeline….Okay, this notion of longitudinal multi-site collaboration is rather complicated, and the best way to find out more is to participate in the workshop. Hope to see you there! 
For more information about MTEPP, visit the MTEPP website at

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