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Multicultural education and cultural...

Carlson, Cheryl.

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Multicultural education and culturally responsive teaching in music education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multicultural education and culturally responsive teaching in music education./
作者:	Carlson, Cheryl.
面頁冊數:	53 p.
附註:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
標題:	Multicultural Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1590979
ISBN:	9781321813487

Multicultural education and culturally responsive teaching in music education.
Carlson, Cheryl.

Multicultural education and culturally responsive teaching in music education. - 53 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.S.)--Eastern Oregon University, 2015.

Society has become increasingly multicultural, and schools are reflective of this cultural diversity. Multicultural education and culturally responsive teaching are pedagogical strategies needed to fully engage students of all cultures. This study studied two fourth grade elementary music education classes in a unit of American Indian music. One class received multicultural instruction and one class received a combination of multicultural instruction and culturally responsive teaching. The results of these two approaches were examined in terms of knowledge gained and changes in attitude. It was found that while both classes gained a large amount of knowledge, the class receiving culturally responsive teaching gained a considerable amount more. With regards to attitude, both classes began with a very positive attitude and remained largely the same throughout the study.

ISBN: 9781321813487Subjects--Topical Terms:

2122919
Multicultural Education.

Multicultural education and culturally responsive teaching in music education.
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520 $a Society has become increasingly multicultural, and schools are reflective of this cultural diversity. Multicultural education and culturally responsive teaching are pedagogical strategies needed to fully engage students of all cultures. This study studied two fourth grade elementary music education classes in a unit of American Indian music. One class received multicultural instruction and one class received a combination of multicultural instruction and culturally responsive teaching. The results of these two approaches were examined in terms of knowledge gained and changes in attitude. It was found that while both classes gained a large amount of knowledge, the class receiving culturally responsive teaching gained a considerable amount more. With regards to attitude, both classes began with a very positive attitude and remained largely the same throughout the study.
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