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Infusing diversity constructs in preservice teacher preparation: The impact of a systematic faculty development strategy

Self assessments of pre-service teachers' knowlege and use of diversity related concepts in coursework, fieldwork and program practices based on pretests and posttests of 93 faculty and their community partners in the Crosswalks Intervention, as implemented across undergraduate early childhood teacher education programs in North Carolina
Resource Type:
Reports & Papers
United States
North Carolina

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