Structural Relationship Between Awareness of Multicultural Education, Efficacy in Multicultural Teaching, and Practice of Multicultural Education Among Faculty Members of Childcare Institutions

The purpose of the research was to examine a 5-year graduate elementary education program which holds the possibility of providing an “infused approach” leading to a transformative understanding of multicultural education. Through close evaluation we sought to understand the various learning experiences faculty members implemented to enhance pre-service teachers' understandings of how to teach in diverse contexts. The experiences include community-based experiences, school-based experiences, aesthetic experiences, and storytelling. In addition, we highlight frustrations, barriers, and tensions that teacher educators encountered over time as they participated in discussions and experiences related to multicultural education with pre-service teachers. With this knowledge we can address multicultural issues and enhance and transform pre-service teacher education.

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An Analysis of the Structural Relationship among Multicultural Education Experience, Multicultural Climate, Multicultural Efficacy, and Multicultural Acceptability Perceived by Multicultural Education-Oriented Elementary Schools Students

10.24062/kpae.2018.31.3.197 ◽

2018 ◽

Vol 31 (3) ◽

pp. 197-220 ◽

Cited By ~ 1

Author(s):

Ha-Jeong Kwon ◽

◽

Ki-Yong Lee ◽

Keyword(s):

Elementary Schools ◽

Multicultural Education ◽

Structural Relationship ◽

Education Experience

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Project AIME: Developing a multicultural training program

Rural Special Education Quarterly ◽

10.1177/875687058800900302 ◽

1988 ◽

Vol 9 (3) ◽

pp. 7-12 ◽

Cited By ~ 2

Author(s):

Peggy L Anderson ◽

Henry Reiff ◽

Audrey D. Mccray

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Multicultural Education ◽

Training Program ◽

Program Development ◽

Multicultural Training ◽

Faculty Members ◽

Advisory Council ◽

Special Education Training ◽

Pluralistic Approach

This article describes a demonstration project that focused on revising university special education training to reflect a more pluralistic approach to teacher preparation. Project AIME (Achievement in Multicultural Education) emphasized the undertaking of three major steps: evaluation of the existing training program, development of the framework for program revision. and integration of multicultural objectives and content. In order to evaluate the current training program, a needs assessment was conducted with input from the newly established Advisory Council for Rural and Ethnic concerns. The infusion and unit approaches were selected as the most appropriate methods for achieving program revision. Integration of multicultural objectives and content was accomplished by the two project coordinators who assisted faculty members with coursework modification.

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Practices of Multicultural Education among the Faculty of Social Sciences and Humanities at University of Management and Technology Lahore

Global Regional Review ◽

10.31703/grr.2019(iv-iv).22 ◽

2019 ◽

Vol IV (IV) ◽

pp. 194-207

Author(s):

Arshad Ali Khan ◽

Amina Khalid ◽

Faiza Abid

Keyword(s):

Social Sciences ◽

Multicultural Education ◽

Structured Interview ◽

Faculty Members ◽

Prejudice Reduction ◽

Purposive Sampling ◽

Equity Pedagogy ◽

Content Integration ◽

Social Sciences And Humanities ◽

Different Dimensions

The aim of this research is to analyze practices in multicultural education among faculty of UMT, Lahore campus. To achieve the aim of study, the data was collected from 33 faculty members of the SSH department of UMT through purposive sampling. The closed-ended questionnaire with 5 Likert scale was used as an instrument to collect the data along with it a semi-structured interview was conducted to achieve the triangulation. Furthermore, the framework focuses on the different dimensions of multiethnic schooling created by Bank (2006, 2010). Data gathered through questionnaire was analyzed quantitatively while the data collected through semi-structured interview was analyzed qualitatively. The study revealed that the teachers are more focusing on content integration and equity pedagogy as compared the facts creation and prejudice reduction. As far as the empowerment of ethos and communal construction of UMT concerned with most teacher that are in favor of it.

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