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COEHD researchers publish book on best teaching practices

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Drs. Belinda Flores, associate dean of Professional Preparation, Assessment and Accreditation, and Lorena Claeys, executive director and research associate for the Academy for Teacher Excellence, recently published “Crafting Culturally Efficacious Teacher Preparation and Pedagogies,” which highlights culturally responsive teaching practices.


The book provides an overview of the Culturally Efficacious Evolution Model, which is based on research and work from the College of Education and Human Development’s Academy for Teacher Excellence. It was co-written by Flores, Claeys, and Dr. Conra Gist, assistant professor at the University of Arkansas.


“Our book is grounded in a research-based model, situated within the needs of the school-local community, and based on collaborative school, community, and university partnerships,” said Claeys.


“Crafting Culturally Efficacious Teacher Preparation and Pedagogies” features four case studies of best teaching practices along with the Culturally Efficacious Observation Protocol, which can be used to assess the development of teachers.


“This model extends the conversation on preparing all teachers for the realities of our diverse society,” said Flores. “Culturally efficacious teachers have a strong identity, a positive teaching cultural efficacy, are critical reflective thinkers, and believe that they can make a difference in minoritized students’ identities and lives. These teachers are also committed to social justice and equitable education.”


The book, which is geared towards teacher candidates, graduate students in teacher education, and current educational professionals and leaders, features cover art by Antonio Salazar, Jr., and a forward by education scholar, Dr. Ana Maria Villegas from Montclair State University.


“We are truly excited to finally see this work published,” said Claeys. “Culturally efficacious teachers ensure the success of the students by having a strong sense of personal and professional identities, establishing caring and meaningful relationships, using the students’ language and culture as foundational for extending their knowledge and identities, creating the conditions for optimal learning within their classrooms, and advocating for their students and the community.”


“Our work is also an example of research-practice partnership with the school district community,” added Flores. “We are thankful to our case study teachers, who opened their doors and shared their lives with us, allowing us to produce this cutting-edge work.”


Learn more about “Crafting Culturally Efficacious Teacher Preparation and Pedagogies.”






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