Middle School Students' Perceptions of Multicultural Education in Visual Art Education PDF Download
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Author: Heather Marie Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 182
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Book Description
This is a qualitative research project that was conducted at Miller Middle School in Marshalltown, Iowa. This research project was designed to gain student perceptions of multicultural aspects in their learning environment. The goal of this research was to help educators to evaluate to what extent multicultural issues are being implemented at the Middle School level. This was accomplished by listening to the students' perceptions of their school setting. Miller Middle School in Marshalltown, Iowa was chosen due to its increasingly diverse population. This thesis shares background information concerning multicultural issues in art education, the processes of the research, and the findings and interpretations of this qualitative research project.
Author: Heather Marie Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 182
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Book Description
This is a qualitative research project that was conducted at Miller Middle School in Marshalltown, Iowa. This research project was designed to gain student perceptions of multicultural aspects in their learning environment. The goal of this research was to help educators to evaluate to what extent multicultural issues are being implemented at the Middle School level. This was accomplished by listening to the students' perceptions of their school setting. Miller Middle School in Marshalltown, Iowa was chosen due to its increasingly diverse population. This thesis shares background information concerning multicultural issues in art education, the processes of the research, and the findings and interpretations of this qualitative research project.
Author: Tinukwa C. Okojie-Boulder
Publisher:
ISBN:
Category : Multicultural education
Languages : en
Pages :
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Book Description
The study examined faculty members' and graduate students' perceptions of multicultural education and to ascertain which demographic factors had the most influence on participants' perceptions. This study also examined whether there were any significant differences between faculty members' and graduate students' perceptions of the concept. Validity of the quantitative instruments was determined by a panel of experts. Internal consistency and reliability was calculated using factor analysis, Cronbach's alpha and test/retest reliability. A mixed method research design was used in this study which included a combination of quantitative and qualitative methodologies. The surveys were completed by 313 graduate students and 48 faculty members, while 10 faculty members and 13 graduate students participated in semi-structured interviews. Descriptive and inferential statistical analyses were conducted to analyze the quantitative data and the qualitative data collected were transcribed, coded and analyzed. The findings showed that faculty members and graduate students exhibited a positive perception of multicultural education and that there were some significant differences between faculty members' and graduate students' perceptions of the concept. The results also showed that no demographic variables had an impact on faculty members' perceptions while race and department had an impact on graduate students' perceptions. The findings also revealed that faculty members believed that faculty bore the most responsibility for integrating multicultural education in the classroom. The study showed that a combination of instructional strategies was used to infuse multicultural education in their courses and no formal evaluations were used to assess whether graduate students were receptive to the multicultural content being taught. Faculty indicated that they received little support from their department heads and college administrators to apply multicultural initiatives. Moreover, a number of factors motivated faculty members' efforts to teach about multicultural education and these included traveling to foreign countries, learning about multiculturalism during their graduate studies and having an interest in the topic. Lastly, recommendations for further research and recommendations for the College of Education were presented in this study.
Author: Robin Christine Hasslen
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 646
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Book Description
The purpose of this study was to compare the effects of teaching strategies on the perceptions of monocultural (Euro-American) students in a multicultural education course. The research concerned the quality of study experiences through analysis of natural classroom settings, with student perceptions as the criterion variable. The need for such a study grew out of the response of institutions of higher education to prepare students for a more culturally diverse society. Previous studies have concentrated on university implementation of multicultural curricula without examining the effects of such curricula on the monocultural student population. The research questions addressed the effects of a course in multicultural education on the monocultural student, and the impact of particular teaching strategies. Personality and cognitive characteristics of students were examined as useful predictors of perception and attitude change. The research design was quasi-experimental, utilizing both quantitative and qualitative data. The basic procedure for this investigation consisted of administering three pre- and post-tests to students in three sections (treatments) of the multicultural education course, Children in a Changing World. Information from demographic surveys, journal entries, and student memos provided further evidence of student perceptions. Analysis of the quantitative data was performed using paired t tests on individual items of each assessment tool, and analyses of variance to determine the presence of relationships between the criterion variable and the three treatment strategies as well as relationships between individual demographic variables and the criterion variable. The outcomes of this study are significant in recognizing that: (1) A single course in multicultural education has a definite impact on altering monocultural students' perceptions of cultural diversity; (2) Various teaching strategies, while not essentially prescribed for overall positive outcomes, result in subtle differences in perceptions of racism and equity issues; (3) The teaching strategy of pairing monocultural students with students of color, results in interpersonal relationships which lead to a dispelling of myths and a decreasing of fear of difference, and; (4) Student demographic characteristics do not limit the effectiveness of a course in multicultural education for altering student perceptions.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: John A. Grummel
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Author: Kyle Merten
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Over the past 30 years, the population of Texas has continued to grow and become diverse. Undergraduate students at Texas universities preparing to enter the workforce will be faced with working more in diverse environments than those of their parents and grandparents. The purpose of this study was to determine overall student perceptions of diversity in a Multicultural Education course within the College of Agriculture and Life Sciences. The research design used in this study was a one-group pretest-posttest design, with a follow-up retrospective post evaluation at the conclusion of the study to ascertain differences between the pretest and posttest administrative types. The target population consisted of all junior and senior classified students enrolled in ALED 422: Cultural Pluralism in Agriculture for the 2011 fall semester. A purposive convenience sample was taken for the study. During the study 47 students completed the pretest portion while 45 completed posttest and retrospective posttest portion of the study. Two of the participants were lost to attrition. Descriptive statistics were used for reporting the demographics of respondents. Mean scores and frequencies were used to assess students' perceptions of contributions in agriculture and diversity. The sample consisted of 70.20% males and 29.80% females. The ethnic breakdown of the sample was 74.50% White (non-Hispanic), 10.60% Hispanic, 8.50% African American (non-Hispanic), 4.30% Other, and 2.10% Native American. Based on grand mean pretest (M = 3.82, SD = .56) and posttest (M=4.29, SD =.55) findings, results confirm the implementation of a multicultural education course were effective in changing students' perceptions about contributions in agriculture and diversity perceptions. Ten of the fourteen (71.43%) statements were found to have statistically significant differences between pretest and posttest measurements. Based on grand means for the pretest (M = 3.84, SD = 1.04) and posttest (M=4.29, SD =1.15), results confirm the implementation of a multicultural education course to discuss contributions in agriculture were effective in changing students' perceptions about contributions in agriculture. No statistically significant differences were found in age, permanent residence, and size of graduating class related to students' perceptions of diversity. Also, no statistical significant difference was found in the administration of a pretest and posttest versus a retrospective posttest.
Author: Stephen B. Kucer
Publisher: Routledge
ISBN: 113561329X
Category : Education
Languages : en
Pages : 368
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Book Description
This popular text examines literacy from a multidimensional and interdisciplinary perspective. It "unpackages" the various dimensions of literacy--linguistic, cognitive, sociocultural, and developmental--and at the same time accounts for the interrelationships among them. The goal is to provide a conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded.
Author: Brandi Hinnant-Crawford
Publisher: IAP
ISBN: 1641136316
Category : Education
Languages : en
Pages : 265
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Book Description
Multicultural education has become its own discipline, developed on the shoulders of the work of giants who argued its merit during the attacks of opponents who believed assimilation was the purpose of state sponsored education. In an age of rising populism and nationalism throughout the Western world, again questioned is the merit of multicultural education. In the shadows of Brexit and an America First agenda, where migration patterns across the world have led to demographic shifts, it is evident even in the richest countries in the world that gaps in opportunity (and subsequently achievement) still exist. Disparities in achievement lead some to question whether multicultural education works and others to revert to old notions that ethnically and linguistically marginalized students are in fact deficient. The scholars here believe in the untapped potential of all children and illuminate how educational structures have muffled the cultivation of that potential. Contributors argue the goals of multicultural education have not been achieved in part due to the piecemeal application of its tenants. The scholarship in this volume illustrates the state of multicultural education and articulates what educators committed to equity, inclusion, and a more just society must do to ensure the goals of multicultural education survive in the current age. The authors of these chapters bridge foundational knowledge with contemporary understandings; making the work both accessible for novices and beneficial for the authorities on multicultural education. With the diverse cast of contributors and topics ranging from mathematics instruction to discipline practices, this volume provides thoughtful discourse on issues of access: access to curricular content, access to opportunities to learn, as well as impediments to access. Containing chapters that speak to discipline specific pedagogical practices, the structures of schooling, teacher education, and research methodologies, the collected work encourages scholars and practitioners to not be discouraged in the age of retrenchment.
Author: Clifton Thomas Hicks (Jr.)
Publisher:
ISBN:
Category : Ethnic relations
Languages : en
Pages : 210
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Author: Nanette Quesinberry-Grimes
Publisher:
ISBN:
Category : Biculturalism
Languages : en
Pages : 236
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