MARC 主機 00000nam  2200373   4500 
001    AAI3180636 
005    20070201101136.5 
008    070201s2005                        eng d 
020    9780542210068 
035    (UnM)AAI3180636 
040    UnM|cUnM 
100 1  Chang, Chien-Ni 
245 10 How did the OSU M.Ed. program prepare teachers to be 
       multiculturally competent? 
300    238 p 
500    Source: Dissertation Abstracts International, Volume: 66-
       06, Section: A, page: 2177 
500    Co-Advisers: Marilyn Johnston-Parsons; Jeane Copenhaver-
502    Thesis (Ph.D.)--The Ohio State University, 2005 
520    Researchers have explored teachers' attitudes toward 
       issues of equity and diversity, yet only a handful of 
       studies have connected teachers' attitudes with their 
       subsequent classroom practice. Related to this question, 
       there is a need to study how teacher preparation programs 
       have helped teachers develop multicultural competence 
520    The research for my dissertation is situated within a 
       larger program evaluation study within which I have 
       participated during my doctoral studies. I will be using 
       some of the survey and interview data from this larger 
       project. This paper, however, describes the data collected
       from the case studies I have been collecting in the past 
       three quarters 
520    Recent sociocultural theorists suggest that teachers are 
       socialized to learn how to teach (Zeichner & Melnick, 
       1996). Social interactions are considered important to 
       generate transformative knowledge that leads to real 
       learning. These institutional elements are central 
       influences in shaping social interactions and the 
       individuals' perceptions and behavior within them. Wenger 
       (1998) categorizes these institutional elements as: 
       enterprise, engagement, and repertoire. Enterprise refers 
       to the domains of an institution (in this study, the M.Ed.
       program), engagement to the relationships among 
       individuals in the program, and repertoire to the 
       practices of individuals. Critical theorists bring forward
       the issues of power when investigating social interactions
       (Nieto, 2000; Sleeter, 2001). Various forms of resistance 
       can happen along with the social interactions, especially 
       there are different opinions between the new comers and 
       old timers in a particular institution. Postmodernists 
       further problematize the learning process by assuming the 
       existence of multiple subjectivities that usually shift 
       and change within these social interactions (Giroux, 1998;
       Kumashiro, 2001) 
520    The purpose of this study is to explore how multicultural 
       competence was defined, interpreted, and developed by 
       three case study participants from the OSU M.Ed. program. 
       Related information or document about how the program has 
       prepared teachers' practices in classroom was collected 
590    School code: 0168 
590    DDC 
650  4 Education, Teacher Training 
650  4 Education, Bilingual and Multicultural 
690    0530 
690    0282 
710 20 The Ohio State University 
773 0  |tDissertation Abstracts International|g66-06A 
856 40 |u