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Through the Looking Glass: A Descrip...

Hale-Byrne, Ashlee Sullivan.

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Through the Looking Glass: A Descriptive Case Study of the Multicultural Competence of Elementary Teachers in Southeast Missouri.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Through the Looking Glass: A Descriptive Case Study of the Multicultural Competence of Elementary Teachers in Southeast Missouri./
作者:	Hale-Byrne, Ashlee Sullivan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Multicultural Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10603812
ISBN:	9780355111798

Through the Looking Glass: A Descriptive Case Study of the Multicultural Competence of Elementary Teachers in Southeast Missouri.
Hale-Byrne, Ashlee Sullivan.

Through the Looking Glass: A Descriptive Case Study of the Multicultural Competence of Elementary Teachers in Southeast Missouri. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 238 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Cultural identities played a role in exploring the beliefs and attitudes of teachers. The problem was educators were unaware of their cultural beliefs expressed in their curricular choices or overly confident of their multicultural competence. Thus, it became necessary in this qualitative study to address the relationship between K-3 teachers' cultural backgrounds, beliefs, and competence to provide insight to the field of education and achievement gap for children from lower socioeconomic strata (SES). The purpose of this descriptive case study was to explore the backgrounds and uncover the cultural competence of Southeast Missouri elementary teachers. A qualitative single case study was conducted with purposive sampling of six K-3 teachers from one school district. The two research questions that guided this study explored how participants described their beliefs related to (a) how and in what ways their cultural backgrounds and beliefs influenced their curricular choices, and (b) to what extent did an awareness of their cultural backgrounds and beliefs enhance how they created learning environments? Descriptive profiles and answers to the research questions were obtained through interviews, surveys, and short answer questions. Teachers expressed favorable beliefs regarding the need for culturally responsive strategies for students with culturally and socioeconomically different backgrounds. Contrary to other research findings, results confirmed teachers reported average confidence in their multicultural competence to meet the needs of diverse students. Findings were consistent with teachers who had not fully self-reflected on their pedagogical beliefs and backgrounds when compared to Banks' Five Dimensions (2004). Training and support were identified as important factors to influence the progress of transforming an equitable curriculum and integrating multicultural education. Recommendations for future research included (a) follow-up research to determine the ways teachers can use self-reflection and culturally responsive strategies to improve student outcomes, (b) comparison of the results with Bronfenbrenner's ecological systems' theory to identify the most effective culturally responsive strategies, and (c) the implementation of a multicultural education program to examine the transformation of beliefs and curricula to multicultural competence.

ISBN: 9780355111798Subjects--Topical Terms:

2122919
Multicultural Education.

Through the Looking Glass: A Descriptive Case Study of the Multicultural Competence of Elementary Teachers in Southeast Missouri.
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