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The workshop frames students as “text detectives,” prompting critical questions about whose voices are included or excluded and what messages are hidden in text and illustrations. 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University of Portland  \nAbstract  \nThis qualitative case study examines the impact of a workshop on culturally responsive teaching on preservice elementary teacher candidates’ ability to conceptualize and apply culturally responsive instruction. The Rethinking Columbus workshop teaches students to read critically as text detectives, asking questions such as,“Whose voices are being heard, and whose are not, and what are the hidden messages in the text and illustrations?” Overall, it appears that preservice teachers who participated in the workshop were able to generate numerous culturally relevant instructional strategies that directly aligned with the conceptual framework presented in the workshop. Students were also able to extend their learning by creating new and innovative strategies to engage elementary students in learning that were not discussed during the workshop. This paper describes the workshop model for teaching preservice teachers to be culturally responsive educators and includes numerous participant-generated examples of how to teach with a culturally responsive lens.  \nAILACTE Journal 61  \nSmith, Ralston, and Waggoner  \nIn the United States, P–12 schools are becoming more diverse, and our teaching practices must adapt to meet the needs of our culturally rich student population. Teacher preparation programs must do more to prepare culturally competent teachers to better serve our students. According to the U.S. Department of Education (2005, 2015), the White student population decreased from 58% in 2004 to 50% in 2014, and it is projected to further decrease to 45% by 2026. In contrast, the Hispanic/Latino student population increased from 19% in 2004 to 25% in 2014, and it is projected to further increase to 29% in 2026. Despite these changing demographics, the teacher population has remained a steady contrast at around 82% White, 7% Black, and 7% Latino (U.S. Department of Education, 2016). This demographic disparity is unfortunate given that research shows that there are academic benefits for students who are educated by teachers who look like them. For instance, Egalite, Kisida, and Winters (2015) analyzed data from the Florida Department of Education for Grades 3 to 10 and found significant positive effects in reading and math when students had teachers that looked like themselves.  \nThis discrepancy in teacher-student demographics is also pervasive in higher education, and the impact is reflected in a survey of 100,000 higher education students by Times Higher Education (Harris, 2013). The survey measured student perceptions ofthe institution’s inclusion of students from poorer backgrounds, with a possible score of 100 that indicated students believed their institution was highly inclusive of students from poorer backgrounds. In comparing liberal arts and non-liberal arts universities, it was found that liberal arts colleges averaged a score of 24 points out of 100 possible points, while non-liberal arts universities averaged ascore of 45 points out of 100 possible points. Student participant comments regarding their perceptions oftheir university’s inclusion of students from diverse backgrounds included,“It is very White and kind of a bubble” and “There is so little diversity and it makes me sad to think that some of the other students may have never been around people different from themselves”(para. 6). This lack of inclusion is doubly important when preparing preservice  \nImpact of Culturally Responsive Teaching Workshop  \nteachers, who need not only role models of inclusive practices but strategies for how to provide culturally responsive instruction to diverse classrooms. While increasing the diversity of both the student and teacher populations remains a high priority at liberal arts colleges an","cbCaieS9oJxBwYqG","https://ap.wps.com/l/cbCaieS9oJxBwYqG","pdf",364777,"English","# Abstract\n# Context: Demographic Disparities and Teacher Preparation\n# Culturally Responsive Pedagogy","[{\"question\":\"What workshop model is examined in the paper?\",\"answer\":\"The study focuses on the “Rethinking Columbus” workshop, which teaches preservice teachers to read critically as “text detectives” and ask whose voices are heard, whose are not, and what hidden messages exist in texts and illustrations.\"},{\"question\":\"What impact does the workshop have on preservice teachers?\",\"answer\":\"Participants developed multiple culturally relevant instructional strategies aligned with the workshop’s conceptual framework, and they also created new and innovative engagement strategies for elementary students.\"},{\"question\":\"Why does the paper argue that teacher preparation needs change?\",\"answer\":\"It highlights widening student diversity in U.S. P–12 schools alongside relatively steady teacher demographics, and notes higher education inclusion concerns—supporting the need to prepare culturally competent educators and more inclusive classroom practices.\"}]","Impact of Culturally Responsive Teaching Workshop on Preservice Teachers - How to Teach Columbus from Multiple Perspectives | PDF",1792070236,23]