The Effects of Teaching Strategies in Multicultural Education on Monocultural College Students' Perceptions PDF Download
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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: 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: Margaret D. Pusch
Publisher: Nicholas Brealey Publishing
ISBN:
Category : Education
Languages : en
Pages : 292
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Book Description
Primarily designed for use in teacher education programs, this manual provides education faculty with a resource for building multicultural education training into the teacher education curriculum. Chapter 1 defines terms basic to multicultural education, intercultural communication, and cross-cultural training. Chapter 2 discusses the theory of intercultural communication. Chapter 3 outlines the history of multicultural education and focuses on linguistic diversity. Chapter 4 contains a discussion of the multicultural curriculum and considers possibilities for infusing existing courses with multicultural perspectives. Chapter 5 studies the training of teachers for multicultural education competencies, reviews methods of teacher training, and offers specific applications of multicultural concepts in teacher education. Chapter 6 lists 30 teaching strategies drawn from the cross-cultural literature and adapted for teacher preservice and inservice training. It also details exercises for role playing, critical incidents, case studies, simulation, and group discussion. Chapter 7 presents procedures for the evaluation of cross-cultural training and education. The manual also includes a 65-item annotated bibliography and film list. (CM)
Author: Carmelita Rosie Castañeda
Publisher: Routledge
ISBN: 113593262X
Category : Education
Languages : en
Pages : 168
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Book Description
This study describes how faculty who participated in the Teaching and Learning in Diverse Classroom Faculty and TA Partnership Project (1994-2000) at the University of Massachusetts, Amherst, reflected on their experiences and pedagogical practices as instructors in diverse classrooms.
Author: Michael B. Paulsen
Publisher: Springer
ISBN: 3319489836
Category : Education
Languages : en
Pages : 675
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Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author: Farideh Salili
Publisher: IAP
ISBN: 1607526018
Category : Education
Languages : en
Pages : 412
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Book Description
The influence of culture on learning and motivation has been the topic of much research in recent years. Educational and psychological researchers are now aware that the findings of their studies may not apply to other cultures, and that in this age of globalization and multiculturalism it is very important to examine the applicability of psychoeducational constructs to other cultures. Understanding learning and motivational characteristics of students of diverse backgrounds will enable educators to develop appropriate curriculum and teaching strategies to motivate these students. The aim of this book is to present research findings and views of scholars and researchers in the field of motivation and learning, from a multicultural and international perspective. Educators and scholars from different parts of the world have examined recent learning and motivation theories in different cultural contexts in order to explore the dynamics of sociocultural processes affecting student motivation. Others have focused on teaching and learning strategies that are known to be effective with culturally diverse students.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 784
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Book Description
Author: Hayo Reinders
Publisher: Innovation in Teaching
ISBN: 1877371246
Category : Multicultural education
Languages : en
Pages : 119
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Book Description
Author: Alicia Fedelina Chávez
Publisher: Taylor & Francis
ISBN: 1000980537
Category : Education
Languages : en
Pages : 251
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Book Description
Co-published with Promoting learning among college students is an elusive challenge, and all the more so when faculty and students come from differing cultures. This comprehensive guide addresses the continuing gaps in our knowledge about the role of culture in learning; and offers an empirically-based framework and model, together with practical strategies, to assist faculty in transforming college teaching for all their students through an understanding of and teaching to their strengths.Recognizing that each student learns in culturally influenced ways, and that each instructor’s teaching is equally influenced by her or his background and experiences, the authors offer an approach by which teachers can progressively learn about culture while they transform their teaching through reflection and the application of new practices that enrich student learning.The key premise of the book is that deepening student learning and increasing retention and graduation rates requires teaching from a strengths based perspective that recognizes the cultural assets that students bring to higher education, and to their own learning. Derived through research and practice, the authors present their Model of Cultural Frameworks in College Teaching and Learning that highlights eight continua towards achieving the transformation of teaching, and developing more culturally balanced and inclusive practices, over time. They present techniques – illustrated by numerous examples and narratives – for building on cultural strengths in teaching; offer tips and strategies for teaching through cultural dilemmas; and provide culturally reflective exercises. This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates.
Author: Stacey R.. Howard
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 116
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Book Description
Author: Norah Peters-Davis
Publisher: Routledge
ISBN: 1317262654
Category : Education
Languages : en
Pages : 182
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Book Description
The voices of college students and teachers vividly enlighten readers about the real-world challenges of multicultural education. Courses on diversity abound in American universities today. But open classroom discussion of racial and gender differences can evoke discomfort as much as new understandings. Negotiating these courses takes a toll on both faculty and students as classrooms become filled with emotion. Based on student and teacher experience in a range of American colleges and universities, this book shows how to meet these challenges and create a truly open and beneficial environment. The authors demonstrate pedagogical strategies and new approaches. A vital resource for teachers, students, college administrators, and university libraries. Contents: Introduction. Dialogue on Diversity Teaching. From Silence and Resistance to Tongues Untied. The Racial Experiment. Starting with a Story and Sharing the Discussion Leading. Irritating, Supporting & Representing. Identity Matters in Class. What Lies Beneath. Conclusion.
