Perceptions of preservice and in-service teachers working toward culturally responsive teaching: A study of a multicultural education graduate course at an urban university. John Thomas Finch

ISBN: 9780549548287

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NOOKstudy eTextbook

392 pages


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Perceptions of preservice and in-service teachers working toward culturally responsive teaching: A study of a multicultural education graduate course at an urban university.  by  John Thomas Finch

Perceptions of preservice and in-service teachers working toward culturally responsive teaching: A study of a multicultural education graduate course at an urban university. by John Thomas Finch
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This mixed-methods bounded case study was an investigation of preservice and in-service teachers perceptions regarding multicultural education and culturally responsive teaching in P-12 classrooms. Using the University of Louisvilles course EDTPMoreThis mixed-methods bounded case study was an investigation of preservice and in-service teachers perceptions regarding multicultural education and culturally responsive teaching in P-12 classrooms. Using the University of Louisvilles course EDTP 503: Developing Cross-Cultural Competence: Teaching Students from Diverse Backgrounds as a context for building candidates construction of knowledge the researcher assessed participants in four sections of the course, taught by two different instructors, during the Spring and Summer semesters of 2007.

The Multicultural Teaching Scale (Wayson, 1993), a five-point Likert-type scale instrument, examined changes in participant perceptions regarding multicultural education and culturally responsive teaching that were compared through pre and post instruction. Results from the assessment were compared to course and program evaluation results. Artifacts examined include candidate course work (e.g., homework assignments I and II, double entry journal, midterm assignments, and the multicultural standards-based unit of study,) and candidate reflections.

Participating candidates in the course were interviewed on a voluntary basis.-Results from the study may be used to revise the course content and material in an effort to direct or redirect preservice and in-service teachers to proficiency as culturally responsive educators. Additionally findings will be shared with the instructor of record for the course and the chair of the Department of Teaching and Learning along with other scholars in the same department at the metropolitan research university. Results from the study may further suggest implications for the National Council for Accreditation of Teacher Education annual and seven-year reviews, for other multicultural education graduate level courses presently taught at the university, as well as open the door to future research studies.



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