東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching in a bubble: How social st...

de Waal-Lucas, Ashley.

Linked to FindBook

Google Book

Amazon

博客來

Teaching in a bubble: How social studies teachers include multicultural content in a school with a student body that is predominately affluent and European-American.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching in a bubble: How social studies teachers include multicultural content in a school with a student body that is predominately affluent and European-American./
Author:	de Waal-Lucas, Ashley.
Description:	228 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1643.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133968
ISBN:	049681205X

Teaching in a bubble: How social studies teachers include multicultural content in a school with a student body that is predominately affluent and European-American.
de Waal-Lucas, Ashley.

Teaching in a bubble: How social studies teachers include multicultural content in a school with a student body that is predominately affluent and European-American. - 228 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1643.

Thesis (Ph.D.)--Indiana University, 2004.

This qualitative study explores the schooling of students in an affluent and homogeneously European American middle school to assess how and what these students learn about people of different ethnicities and social classes. The site selected for this study was a middle school located in an affluent suburb of a large metropolitan midwestern city. This suburb has a European American population of approximately 97.8%. To investigate this problem, I narrowed my scope to four social studies seventh- and eighth-grade level classrooms. The study addressed the following two questions: (1) To what extent do social studies teachers in an affluent and predominately European American middle school include multicultural and social class issues in their curriculum? (2) What are teachers' beliefs about the role and place of multicultural and social class content in the social studies curriculum? A fundamental premise that undergirds this study is that multicultural education is necessary for all students, not just minority students. In-depth interviews, observations, and an analysis of the textbooks, state standards, and the school's scope and sequence were the main sources of data collection. To maintain authenticity the participants were informed that social studies curriculum, and not multicultural education was the focus of the study.

ISBN: 049681205XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Teaching in a bubble: How social studies teachers include multicultural content in a school with a student body that is predominately affluent and European-American.
LDR:02735nmm 2200325 4500 001 1846525
005 20051103093519.5
008 130614s2004 eng d
020 $a 049681205X
035 $a (UnM)AAI3133968
035 $a AAI3133968
040 $a UnM $c UnM
100 1 $a de Waal-Lucas, Ashley. $3 1934636
245 1 0 $a Teaching in a bubble: How social studies teachers include multicultural content in a school with a student body that is predominately affluent and European-American.
300 $a 228 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1643.
500 $a Adviser: Ellen Brantlinger.
502 $a Thesis (Ph.D.)--Indiana University, 2004.
520 $a This qualitative study explores the schooling of students in an affluent and homogeneously European American middle school to assess how and what these students learn about people of different ethnicities and social classes. The site selected for this study was a middle school located in an affluent suburb of a large metropolitan midwestern city. This suburb has a European American population of approximately 97.8%. To investigate this problem, I narrowed my scope to four social studies seventh- and eighth-grade level classrooms. The study addressed the following two questions: (1) To what extent do social studies teachers in an affluent and predominately European American middle school include multicultural and social class issues in their curriculum? (2) What are teachers' beliefs about the role and place of multicultural and social class content in the social studies curriculum? A fundamental premise that undergirds this study is that multicultural education is necessary for all students, not just minority students. In-depth interviews, observations, and an analysis of the textbooks, state standards, and the school's scope and sequence were the main sources of data collection. To maintain authenticity the participants were informed that social studies curriculum, and not multicultural education was the focus of the study.
520 $a The findings suggest: (1) a discrepancy existed between the teachers' perceptions and their practices; (2) the teachers' preparation for teaching multicultural education was limited; (3) teachers believed that because their students were European American and middle class, multicultural education was not relevant to their students.
590 $a School code: 0093.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Teacher Training. $3 783747
690 $a 0727
690 $a 0282
690 $a 0533
690 $a 0534
690 $a 0530
710 2 0 $a Indiana University. $3 960096
773 0 $t Dissertation Abstracts International $g 65-05A.
790 1 0 $a Brantlinger, Ellen, $e advisor
790 $a 0093
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133968