Skip to main content

Diversity in education: the importance of disaggregating data

Buy Article:

$32.00 plus tax (Refund Policy)

Changes in migration patterns have radically altered the composition of the student body and challenged the personnel of urban schools over the last generation. Unfortunately, due to the paucity of data and the presence of epistemological conflicts in research, teacher‐educators have rarely relied on empirical research to guide them in their decision‐making about how to prepare practitioners to meet the needs of increasingly diverse populations. This paper marshals empirical data from a cohort of students in British Columbia, Canada, to demonstrate where gaps in equity among identifiable social groups occur. It also suggests how the results might be used to challenge both teacher and teacher‐candidates' beliefs about schooling and society, as well as teacher‐educators' priorities for preparing teachers for diverse populations.
No References
No Citations
No Supplementary Data
No Data/Media
No Metrics

Document Type: Review Article

Publication date: 2010-02-01

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more