School Librarian Candidates’ Diversity Dispositions: Examining the Impact of Cultural Proficiency Instruction
Date of Award
Doctor of Education (EdD)
Dr. Karen L. Hayes
The purpose of this study was to examine cultural proficiency instruction and its impact on the dispositions of the school librarian candidates in the Library Education Program at a Midwestern University. As research indicates that school librarians face the unique challenge of differentiating instruction to meet the educational needs for all students in the school, no matter their culture or ability (Mestre, 2009), it was also the intent of this study to explore which diversity disposition factors were impacted the greatest by that cultural proficiency instruction. Prior to cultural proficiency instruction, candidates completed the Diversity Dispositions Index (DDI) pre-survey, a 43-item instrument, which measures responses to belief statements on a 5-point Likert Scale. Following learning opportunities developed around the Developmentally and Culturally Appropriate Practices Teacher Preparation Model (DCAP) and Nuri-Robins’, Lindsey’s, Lindsey’s, & Terrell’s (2012) Culturally Proficient Instruction approach, the Diversity Dispositions Index post-survey was administered.
Kratt, Bridget I., "School Librarian Candidates’ Diversity Dispositions: Examining the Impact of Cultural Proficiency Instruction" (2015). Student Work. 3614.
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2015 Bridget I. Kratt.