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Meeting the challenges of diversity:...

He, Su-Chuan.

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Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers./
作者:	He, Su-Chuan.
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3753.
Contained By:	Dissertation Abstracts International70-10A.
標題:	Education, Multilingual. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3377455
ISBN:	9781109432138

Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.
He, Su-Chuan.

Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers. - 157 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3753.

Thesis (Ed.D.)--University of North Texas, 2009.

This study examines 797 Taiwanese pre-service early childhood teachers' diversity beliefs using the Personal and Professional Beliefs about Diversity Scales (PPBD). The purposes of this study are to: (a) validate the diversity belief's instrument, (b) investigate the relationship between diversity beliefs in both personal and professional contexts, (c) examine the group differences in diversity beliefs between pre-service teachers based on their demographic background, school characteristics, and cross-cultural experiences, (d) explore the influential determinants of diversity beliefs in the personal and professional contexts, and (f) identify the types of training early childhood pre-service teachers need regarding multicultural education in early childhood.

ISBN: 9781109432138Subjects--Topical Terms:

1669153
Education, Multilingual.

Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.
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500 $a Adviser: George S. Morrison.
502 $a Thesis (Ed.D.)--University of North Texas, 2009.
520 $a This study examines 797 Taiwanese pre-service early childhood teachers' diversity beliefs using the Personal and Professional Beliefs about Diversity Scales (PPBD). The purposes of this study are to: (a) validate the diversity belief's instrument, (b) investigate the relationship between diversity beliefs in both personal and professional contexts, (c) examine the group differences in diversity beliefs between pre-service teachers based on their demographic background, school characteristics, and cross-cultural experiences, (d) explore the influential determinants of diversity beliefs in the personal and professional contexts, and (f) identify the types of training early childhood pre-service teachers need regarding multicultural education in early childhood.
520 $a The results indicate that (a) the professional context of PPBD is not robust to use in population outside the U.S. and needed to modify by adding more items based on current diversity literature and the cultural context in Taiwan, (b) school characteristics are the major contributors that foster pre-service teachers' diversity beliefs in both contexts, (c) school location is the most influential factor for the dependent variable of personal beliefs while experience of studying in another city and students' major become the salient factors for the professional beliefs about diversity, (d) the type of educational philosophy is contributing factor of predicting diversity beliefs in both personal and professional contexts. It echoes the multicultural education approaches advocated by Sleeter and Grant (2003), which say that the most important component of multicultural education involves an entire school and touches all areas including students, teachers, staff, and administrators.
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