J. SAILES
and ultimately, high academic achievement for all students
(Grant & Sleeter, 2007; Banks, 2006; Garmon, 2004; Gay,
2000; Ladson-Billings, 1992,). Though not conclusive, this
research also suggested field experiences in culturally diverse
settings affect the career expectations of pre-service teachers by
heightening their consideration of teaching in an urban setting.
Again, this finding speaks to the importance of establishing and
maintaining relationships between urban schools and teacher
education programs. By doing so, future educators will be bet-
ter positioned to create culturally responsive and “socially just”
classrooms which are evidenced by rigorous subject matter,
differentiated pedagogy, an ethic of care, equitable inclusion,
and social action pedagogy whereby teaching encourages the
development of democratic citizens who understand and engage
social issues (Kose, 2007; Banks, 2006). However, in order to
promote these highly desirable pedagogical practices, positive
attitudes and beliefs towards diversity must be deemed as an
important outcome of teacher education programs. Therefore, it
is imperative that teacher education programs develop student
assessment plans which incorporate rubrics that define what
culturally responsive practice is and include ways to measure
students’ progress toward those goals over the course of the
program (Dee & Henkin, 2002). Otherwise, pre-service teach-
ers may not view multicultural education as a vital aspect of
personal and professional development (Groulx, 2001; Chis-
holm, 1994; Reiff & Cannella, 1992).
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