東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An Examination of How 4-8 Preservice...

Schellen, Julie K.

FindBook

Google Book

Amazon

博客來

An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts./
作者:	Schellen, Julie K.
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579239
ISBN:	9781303755927

An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.
Schellen, Julie K.

An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts. - 170 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--University of North Texas, 2013.

Preparing teachers to teach in the diverse classroom has become one of the most important goals for universities and teacher training programs. The main purposes of this study included to examine what type of multicultural concepts were taught preservice teachers who sought certification in Grades 4-8 and how these preservice teachers understood and implemented multicultural concepts in their educational portfolios and coursework, field experiences, and student teaching. The population of the study consisted of 53 undergraduate, preservice teachers enrolled in the last two years of a 4-8 teacher certification program. A modified grounded theory methodology and interpretive approach was used in the analysis of the course syllabi, required readings and student coursework. The study found that this particular program exposed the preservice teachers to a significant number of multicultural concepts in preparation for teaching in the ethnically diverse schools in the area. In addition, the study looked at which of Grant and Sleeter's five multicultural approaches were found most often in the course syllabi and required readings, as well as the preservice teachers' portfolio artifacts, key assessments, and reflective writing samples. The research found the majority of the course syllabi and assigned readings covered concepts in the human relations and multicultural education approaches. The majority of the preservice teachers in this study identified most often with the multicultural education approach, although all five multicultural approaches were found in various portfolio artifacts, key assessments, and reflective writing samples. The study further indicates it was a combination of the multicultural courses, the field experiences, the student teaching, and the preservice teachers' adaptability to ethnic diversity that helped the preservice teachers experience successful opportunities with the students. The adaptability of the preservice teachers in the study also appears to match recent research that suggests that university students in general may be growing more accustomed to the ethnic diversity in the communities around them as the population demographics changes.

ISBN: 9781303755927Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.
LDR:03118nmm a2200289 4500 001 2056480
005 20150529101930.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303755927
035 $a (MiAaPQ)AAI3579239
035 $a AAI3579239
040 $a MiAaPQ $c MiAaPQ
100 1 $a Schellen, Julie K. $3 3170234
245 1 3 $a An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Kelley M. King.
502 $a Thesis (Ph.D.)--University of North Texas, 2013.
520 $a Preparing teachers to teach in the diverse classroom has become one of the most important goals for universities and teacher training programs. The main purposes of this study included to examine what type of multicultural concepts were taught preservice teachers who sought certification in Grades 4-8 and how these preservice teachers understood and implemented multicultural concepts in their educational portfolios and coursework, field experiences, and student teaching. The population of the study consisted of 53 undergraduate, preservice teachers enrolled in the last two years of a 4-8 teacher certification program. A modified grounded theory methodology and interpretive approach was used in the analysis of the course syllabi, required readings and student coursework. The study found that this particular program exposed the preservice teachers to a significant number of multicultural concepts in preparation for teaching in the ethnically diverse schools in the area. In addition, the study looked at which of Grant and Sleeter's five multicultural approaches were found most often in the course syllabi and required readings, as well as the preservice teachers' portfolio artifacts, key assessments, and reflective writing samples. The research found the majority of the course syllabi and assigned readings covered concepts in the human relations and multicultural education approaches. The majority of the preservice teachers in this study identified most often with the multicultural education approach, although all five multicultural approaches were found in various portfolio artifacts, key assessments, and reflective writing samples. The study further indicates it was a combination of the multicultural courses, the field experiences, the student teaching, and the preservice teachers' adaptability to ethnic diversity that helped the preservice teachers experience successful opportunities with the students. The adaptability of the preservice teachers in the study also appears to match recent research that suggests that university students in general may be growing more accustomed to the ethnic diversity in the communities around them as the population demographics changes.
590 $a School code: 0158.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0727
690 $a 0530
690 $a 0441
710 2 $a University of North Texas. $3 1017396
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0158
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579239