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作者 SMITH, ALBERT JOSEPH, JR
書名 THE RELATIONSHIP OF TEACHERS PREPAREDNESS IN MULTICULTURAL EDUCATION TO LEVELS OF ETHNIC AWARENESS AND MULTICULTURAL EXPOSURE AMONG ELEMENTARY SCHOOL CERTIFICATED PERSONNEL
說明 145 p
附註 Source: Dissertation Abstracts International, Volume: 44-01, Section: A, page: 0144
Thesis (Ph.D.)--University of Washington, 1983
This study examined the relationship between four variables identified with Multicultural Education (MCE) among elementary school certificated personnel. The variables were self-assessed preparation in MCE, formal exposure to MCE learning opportunities, informal exposure to MCE learning opportunities, and stages of ethnic awareness
Two instruments were specifically developed for this study. The Multicultural Education Preparedness (MEP) instrument is a self-assessment inventory of skills and knowledge associated with MCE in the literature and by an expert panel using a modified delphi process. The Multicultural Learning Opportunities (MLO) instrument is a self-assessment inventory of formal and informal previous MCE learning opportunities. As with the MEP, the MLO items were derived from MCE literature and an expert panel using a modified delphi process. A third instrument, the Teacher-Student Interaction (TSI) instrument designed to classify respondents into stages of awareness corresponding to Banks' (1977) typology, was used with permission
The study sample consisted of 315 elementary school certificated personnel from a medium size suburban school district in the Pacific Northwest. To test for correlation between variables, Pearson product moment correlations were calculated. While five of fifteen hypotheses were statistically significant, only two of five r's had practical significance in accordance with Marascuilo's (1971) guidelines for interpreting r('2). Respondents who feel more prepared in MCE also tend to have more informal MCE learning opportunities; and not surprisingly, the older the respondent, the more years of K-12 experience. The three instruments, MEP, MLO, and TSI had high reliability coefficients of .94, .87 and .94, respectively. For all three instruments, the indices of discrimination were positive
School code: 0250
DDC
Host Item Dissertation Abstracts International 44-01A
主題 Education, Teacher Training
0530
Alt Author University of Washington
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