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Secondary social studies teachers an...

Titus, Charles W.

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Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers./
作者:	Titus, Charles W.
面頁冊數:	286 p.
附註:	Chair: Christine I. Bennett.
Contained By:	Dissertation Abstracts International63-05A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3054422
ISBN:	0493694765

Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers.
Titus, Charles W.

Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers. - 286 p.

Chair: Christine I. Bennett.

Thesis (Ph.D.)--Indiana University, 2002.

This study was conducted to answer several questions concerning secondary social studies teachers and multicultural education. The research attempted to determine what perspectives or attitudes were held by such teachers about multicultural education; what actions those teachers took as they implemented multicultural education into their work; and what barriers they faced as they attempted to bring multicultural education to their students. A final question addressed the possible presence of discernible patterns related to these matters which could be connected to differing levels of minority enrollment.

ISBN: 0493694765Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers.
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245 1 0 $a Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers.
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520 $a This study was conducted to answer several questions concerning secondary social studies teachers and multicultural education. The research attempted to determine what perspectives or attitudes were held by such teachers about multicultural education; what actions those teachers took as they implemented multicultural education into their work; and what barriers they faced as they attempted to bring multicultural education to their students. A final question addressed the possible presence of discernible patterns related to these matters which could be connected to differing levels of minority enrollment.
520 $a The researcher employed naturalistic inquiry to conduct the study. Observations, interviews and the analysis of appropriate documents over a period of several months were used to produce case studies of six secondary social studies teachers in two mid-western high schools, one with a minority enrollment of about 5 per cent, the other with a minority enrollment of approximately 34 per cent. Data analysis was accomplished by the use of the constant comparative method.
520 $a The results of the research disclosed that all of the respondents were infusing multicultural education into their teaching. The study also revealed that the respondents' perspectives of multicultural education were related mostly to efforts to increase student awareness of other cultures, to deepen student understanding of those cultures and to improve human relations. The inquiry indicated too that few of the respondents identified with the social reconstructionist strand of multicultural education. The study further showed that in some instances multicultural education was present as the primary focus of a lesson while in other cases it was used to put the lesson's main point into context. In still other instances it appeared only incidentally or by happenstance. The study revealed that the respondents brought multicultural education to their work primarily through three kinds of activity structures: discussion, the use of instructional media, and special projects and activities. Finally the research indicated that teachers face barriers which hinder the inclusion of multicultural education in their teaching. The barriers included lack of time, restrictions generated by curricular matters linked to goals and standards, student disengagement and resistance, and the respondents' own personal perspectives.
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