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

Multicultural Education: The Relatio...

Bangura, Yusif.

FindBook

Google Book

Amazon

博客來

Multicultural Education: The Relationship between Preservice Teachers' Multicultural Self-efficacy and Cultural Awareness When Teaching in Multicultural Classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multicultural Education: The Relationship between Preservice Teachers' Multicultural Self-efficacy and Cultural Awareness When Teaching in Multicultural Classrooms./
作者:	Bangura, Yusif.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	144 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10871520
ISBN:	9780438093119

Multicultural Education: The Relationship between Preservice Teachers' Multicultural Self-efficacy and Cultural Awareness When Teaching in Multicultural Classrooms.
Bangura, Yusif.

Multicultural Education: The Relationship between Preservice Teachers' Multicultural Self-efficacy and Cultural Awareness When Teaching in Multicultural Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 144 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ed.D.)--Bowling Green State University, 2018.

This item must not be sold to any third party vendors.

Multicultural education (MCE) is a difficult topic with regard to how schools are to foster it. It is a controversial and foreign topic to many educators who have not been properly trained to handle students that do not look, talk, or think like them (Banks, 2001; Banks, 2006). Today's classrooms include students who come from a variety of backgrounds-in terms of race, language, gender, religion, and ability. Even though the number of students of color continues to increase in K-12 classrooms, their teachers remain predominantly white (84%), of which 75% are female (U. S. Department of Education, 2010). Some of these teachers are not equipped with the knowledge and skills or are not committed to teaching multicultural students, elements that are vital to teaching culturally diverse students. The questions remain: are colleges and universities preparing teachers to teach students whose backgrounds, cultural awareness and worldviews differ from their own, and how can they develop their multicultural self-efficacy and incorporate activities into the curriculum to ensure that all students are comfortable and successful in their educational pursuits? Students of the global village need to acquire the knowledge, attitudes, and skills required to become effective citizens in the global community. They need to function in their cultures and beyond where they should be able to participate in the construction of a national civic culture that is moral and just. Therefore, teachers who are entrusted with the responsibility of teaching these students must be prepared with the right mindsets, knowledge, and skills that would help them meet these challenges and beyond. The purpose of the present study was to examine whether preservice teachers' self-efficacy is related to their cultural awareness when teaching multicultural students, and to further investigate whether the level of experiences/interactions with multiculturalism predicts preservice teachers' self-efficacy when teaching multicultural students. Results on question 1 indicated that cultural awareness has a strong, significant, and positive relationship with preservice teachers' self-efficacy, while results on question 2 indicated that three variables are significantly predictors of preservice teachers' multicultural self-efficacy. The variables are cultural awareness, teen contact, and race/ethnicity. Based on the results from the present study, there are implications for colleges and universities that prepare preservice teachers. These implications are more exposure to cultural awareness, teen recruitment, minority recruitment, leadership (cultural awareness), and future research.

ISBN: 9780438093119Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Multicultural awareness

Multicultural Education: The Relationship between Preservice Teachers' Multicultural Self-efficacy and Cultural Awareness When Teaching in Multicultural Classrooms.
LDR:04128nmm a2200409 4500 001 2396306
005 20240611104216.5
006 m o d
007 cr#unu||||||||
008 251215s2018 ||||||||||||||||| ||eng d
020 $a 9780438093119
035 $a (MiAaPQ)AAI10871520
035 $a (MiAaPQ)OhioLINK:bgsu1522682134643678
035 $a AAI10871520
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bangura, Yusif. $3 3765991
245 1 0 $a Multicultural Education: The Relationship between Preservice Teachers' Multicultural Self-efficacy and Cultural Awareness When Teaching in Multicultural Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Pauken, Patrick.
502 $a Thesis (Ed.D.)--Bowling Green State University, 2018.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Multicultural education (MCE) is a difficult topic with regard to how schools are to foster it. It is a controversial and foreign topic to many educators who have not been properly trained to handle students that do not look, talk, or think like them (Banks, 2001; Banks, 2006). Today's classrooms include students who come from a variety of backgrounds-in terms of race, language, gender, religion, and ability. Even though the number of students of color continues to increase in K-12 classrooms, their teachers remain predominantly white (84%), of which 75% are female (U. S. Department of Education, 2010). Some of these teachers are not equipped with the knowledge and skills or are not committed to teaching multicultural students, elements that are vital to teaching culturally diverse students. The questions remain: are colleges and universities preparing teachers to teach students whose backgrounds, cultural awareness and worldviews differ from their own, and how can they develop their multicultural self-efficacy and incorporate activities into the curriculum to ensure that all students are comfortable and successful in their educational pursuits? Students of the global village need to acquire the knowledge, attitudes, and skills required to become effective citizens in the global community. They need to function in their cultures and beyond where they should be able to participate in the construction of a national civic culture that is moral and just. Therefore, teachers who are entrusted with the responsibility of teaching these students must be prepared with the right mindsets, knowledge, and skills that would help them meet these challenges and beyond. The purpose of the present study was to examine whether preservice teachers' self-efficacy is related to their cultural awareness when teaching multicultural students, and to further investigate whether the level of experiences/interactions with multiculturalism predicts preservice teachers' self-efficacy when teaching multicultural students. Results on question 1 indicated that cultural awareness has a strong, significant, and positive relationship with preservice teachers' self-efficacy, while results on question 2 indicated that three variables are significantly predictors of preservice teachers' multicultural self-efficacy. The variables are cultural awareness, teen contact, and race/ethnicity. Based on the results from the present study, there are implications for colleges and universities that prepare preservice teachers. These implications are more exposure to cultural awareness, teen recruitment, minority recruitment, leadership (cultural awareness), and future research.
590 $a School code: 0018.
650 4 $a Educational leadership. $3 529436
650 4 $a Teacher education. $3 3172312
650 4 $a Multicultural education. $3 526718
653 $a Multicultural awareness
653 $a Preservice teacher
653 $a Self-efficacy
690 $a 0449
690 $a 0455
690 $a 0530
710 2 $a Bowling Green State University. $b Leadership Studies. $3 1674344
773 0 $t Dissertations Abstracts International $g 79-12A.
790 $a 0018
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10871520