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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...736 737 738 739 740 Hits 14.781 – 14.798 of 14.798 14781 Cultural Competency in Evaluation: A Black Perspective Jones, Tamara Bertrand (authoraut); Driscoll, Marcy (professor co-directing dissertation); Schrader, Linda (professor co-directing dissertation). - : Florida State University BASE Show details 14782 Preservice Teachers' Learning of Multiculturalism in a Teacher Education Program Bodur, Yasar (authoraut); Fueyo, Vivian (professor directing dissertation); Milton, Sande (outside committee member); Wolfgang, Charles (committee member); Hansen, John (committee member); School of Teacher Education (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: This study was designed to investigate preservice teachers' beliefs and attitudes about teaching culturally and linguistically diverse students. The investigation was designed to analyze the effects on this population of acquiring professional knowledge in a teacher education program and gaining experience in a school with a culturally and linguistically diverse student population. The design selected for this investigation was a cross sectional design. Because the study proposed to investigate the effects of preservice teacher education on teachers beliefs and attitudes about teaching culturally and linguistically diverse learners, comparing groups was necessary to document the changes in beliefs and attitudes. All elementary education preservice teachers who had completed the multicultural strand of their program of study (third semester) and all preservice teachers who had not completed the multicultural strand of their program of study (first semester) were sampled. In order to create a ground for comparison, all first semester and third semester preservice teachers from early childhood education program, which did not require multicultural preparation, were sampled. Data were collected using three instruments: Teacher Multicultural Attitude Survey (TMAS), analysis of three multicultural vignettes, and an open-ended questionnaire with three questions for each participant and a fourth question for the treatment group (third semester elementary education). Data were collected during Fall 2002 semester. Data obtained from the TMAS were analyzed using a one-way analysis of variance to assess the significance of differences between groups. Data obtained from the analysis of three multicultural vignettes and the first and the third questions of the open-ended questionnaire were scored holistically by two outside raters based on the rubric developed by the researcher inductively from a sample of responses. Scores obtained from outside raters were analyzed using a one-way analysis of variance to assess the level of mean differences between sampled groups. The second and fourth questions of the open-ended questionnaire were analyzed qualitatively by the researcher and debriefed by a peer. Analysis of the data obtained from the TMAS indicated that there were no significant differences among the groups sampled. Vignette analysis indicated that there were significant differenced between third semester elementary education preservice teachers and first semester elementary and early childhood education preservice teachers. The analysis of the first and the third questions of the open-ended questionnaire resulted in significant difference between third semester elementary education preservice teachers and all other groups. The qualitative data indicated that third semester elementary education preservice teachers relied more on academic coursework and field experience and less on personal experienced than all other groups in defining multicultural education. The analysis of the fourth questions indicated preservice teachers learning in four main areas: cultural awareness, ESOL, teaching and teaching strategies, and child perspective. In light of the existing literature and the overall picture that study depicted, it was concluded that the multicultural preparation that was combined fieldwork and coursework preservice teachers had received impacted their beliefs and attitudes positively. According to the findings of the study, it was recommended that the issues of equality and social justice be more fully integrated into the curriculum. ; A Dissertation submitted to the Department of Elementary and Early Childhood Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Fall Semester, 2003. ; October 27, 2003. ; Preservice Teacher Education, Multicultural Education ; Includes bibliographical references. ; Vivian Fueyo, Professor Directing Dissertation; Sande Milton, Outside Committee Member; Charles Wolfgang, Committee Member; John Hansen, Committee Member. Keyword: Bilingual; Education; Multicultural education; Multilingual education; Teachers--Training of URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3635 http://diginole.lib.fsu.edu/islandora/object/fsu%3A181906/datastream/TN/view/Preservice%20Teachers%27%20Learning%20of%20Multiculturalism%20in%20a%20Teacher%20Education%20Program.jpg BASE Hide details 14783 The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers Watkins-Mace, Sarah P.. - : Kansas State University, December BASE Show details 14784 The process of the implementation of a dual language program in an elementary school in southwest Kansas Espinoza, Pedro. - : Kansas State University, May BASE Show details 14785 ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study Mejía Vélez, María del Pilar. - : Kansas State University, December BASE Show details 14786 Ils ont trouvé une langue commune: L’identité communautaire par l’education bilingue Townsend, William Cameron. - : Summer Institute of Linguistics, n.d. BASE Show details 14787 [Video of theater production pictures] Texas Association of Bilingual Education. - 200X BASE Show details 14788 [John Tower Speech on Latino American Education, Health, and Employment given to LULAC Convention in Texas, 19uu] Tower, John G. (John Goodwin), 1925-1991. - 19uu BASE Show details 14789 American Sign Language and Early Literacy: Research as Praxis Snoddon, Kristin. - NO_RESTRICTION BASE Show details 14790 "Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms Stille, Saskia. - NO_RESTRICTION BASE Show details 14791 Critical Mass and Insecurity in Minority Language Policy Huws, Catrin. - 31-12-20 BASE Show details 14792 Perspectives on Quality in Minority Education in China: The Case of Sunan Yughur Autonomous County, Gansu Bahry, Stephen. - NO_RESTRICTION BASE Show details 14793 Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program Wang, Xinchen. - NO_RESTRICTION BASE Show details 14794 [Video of theater production pictures] Texas Association of Bilingual Education. - 200X BASE Show details 14795 Bilingual Multicultural Education Support Team Davanzo, Donatella In: ZIM CSWR Pict Colls PICT 2013-005 BASE Show details 14796 Conceptualising Integration in CLIL and Multilingual Education: reseña Roothooft, Hanne. - : Universidad Cardenal Cisneros BASE Show details 14797 Irakaskuntza eleanitza aurrera eramateko jarraibideak lehen hezkuntzan Orozko Etxeberria, Jokin BASE Show details 14798 Euskal Herriko hezkuntza elebiduna Urrusolo Pérez, Unai BASE Show details Page: 1...736 737 738 739 740

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