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Hits 2.581 – 2.600 of 2.600
2581 |
Examining the relationship between group work and students’ willingness to participate
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2582 |
Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction
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2583 |
Teaching visual literacy in the secondary English/language arts classroom: an exploration of teachers’ attitudes, understanding and application
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2584 |
An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005
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2585 |
Educational experiences and academic achievement of Asian Indian American students in a Midwestern university town in the United States: a multiple case study
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2587 |
Middle school ELL and LD teachers' perceptions of the importance of reading methods
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2588 |
Improving student attitudes: a study of a mathematics curriculum innovation
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2589 |
A study of racial identity and the dispositions of student teachers
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Abstract:
Doctor of Philosophy ; Department of Curriculum and Instruction ; Paul R. Burden ; Growth in the percentage of students of color and English Language Learners in the nation's public schools has significant implications for teacher preparation institutions and professional development programs. Teachers and students alike gain immeasurable benefits from the process that requires them to get in touch with their own cultural, racial, and ethnic heritage. However, little is known about the racial identity of student teachers and the relationship of their dispositions to meet the needs of diverse learners. This study examines that issue at a large Midwestern University in a survey of 128 elementary and secondary student teachers. They completed "A Survey of Racial Identity and Dispositions of Student Teachers." The survey had three sections: "Demographics," "Racial Identity Status Self Assessment (RISSA)," and "Dispositions" self-rate their racial identity and dispositions regarding educational practices for diverse learners. Descriptive statistics were organized and reported for all data sets. T-test, multivariate analysis of variance (MANOVA), analysis of variance (ANOVA), regression analysis, and correlations were conducted. Results indicate that the student teachers had low levels of racial identity and that they are unaware of themselves as racial beings. Moreover, students reporting a low racial identity status tend to lack the knowledge of meeting the needs of diverse learners. As student teachers continued to increase in the number of multicultural college credit hours, their racial identity status increased. Thus, the number of enrolled multicultural hours uniquely predicted racial identity status level of the student teachers. Some other main findings included a higher rating by females than males on the RISSA and on meeting the needs of diverse learners. Non-Whites scored higher than Whites on the RISSA, and elementary student teachers tended to score higher than secondary on the RISSA. Recommendations for practice include assessing student teachers racial identity before entering the teacher preparation program, requiring more multicultural college credit hours, and utilizing simulations during preservice preparation. Recommendations for further study include duplicating the study at a historical Black university, replicating the study nationwide, and adding qualitative components to add depth to the data.
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Keyword:
Curriculum and Instruction (0727); Education; Elementary (0524); Higher (0745); Racial Identity and dispositions; Student teachers
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URL: http://hdl.handle.net/2097/415
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2590 |
"This ain't a ghetto class; this is a fine class!": dramatic oral reading fluency activities in the social context of a ninth-grade classroom
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2591 |
The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher
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2592 |
Teacher candidate perceptions of electronic academic portfolios
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2593 |
An examination of students’ perceptions of goal orientation in the classroom and teachers’ beliefs about intelligence and teacher efficacy
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2594 |
The relationship of an adult education student's ability to process linguistic transformations
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2595 |
Two Telecollaborative Contexts for Writing in a Beginner FSL University Program: Achievement, Perceptions, and Identity
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2596 |
Examining the Complexities of Fostering Social Inclusion in Elementary Classrooms
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2598 |
What's in a Note? Sentiment Analysis in Online Educational Forums
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2599 |
Learning about Otherness: A Comparative Analysis of Culture Teaching and its Impact in International Language Teacher Preparation
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2600 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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