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Record identifier : 567178
Personal Name - Primary Intelectual Responsibility : Gates, Kevin D
Title and statement of responsibility : Multicultural education in public elementary schools [Thesis]
Publication, Distribution,Etc. : University of Denver, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Denver
Summary or Abstract : With the adoption of 'No Child Left Behind' schools and school districts are required to disaggregate their data and be accountable for the 'Adequate Yearly Progress' of all students, specifically students of color. Districts nationwide are struggling with the now apparent achievement gaps between Caucasian students and students of color. In order to initiate change in this area, educators need to have a high level of multicultural literacy.The purpose of the study was to determine the multicultural literacy of elementary school teachers in a suburban Public School District based on the five dimensions of multicultural education as conceptualized by Dr. James A. Banks. Banks' research purports that multicultural education consists of five dimensions: Content Integration, the Knowledge Construction Process, Prejudice Reduction, an Equity Pedagogy and an Empowering School Culture.Through an electronic-survey, a series of questions in each of the five dimensions assessed a teacher's level of knowledge in the area, level of implementation and the level of importance they attach to the dimension. A 51 percent response rate was obtained. Descriptive statistics were performed to show trends and highlight implications for staff development. An Independent Samples t-test, ANOVA and the Bonferroni Multiple Comparisons Test were performed to test for significant differences based on race or teaching experience. Results showed teachers reported moderate levels of knowledge in all five areas, the highest in 'an Empowering School Culture' and the lowest in the 'Knowledge Construction Process'. In all five dimensions levels of implementation and knowledge were much lower than levels of importance indicating staff development is needed and would be positively receivedThe t-test showed many areas with significant differences based on race. Non-Caucasian teachers reported statistically significant higher levels of knowledge, importance and implementation across the dimensions. The ANOVA showed four areas of significance based on teaching experience. Teachers with six to ten years of teaching experience reported statistically significant mean differences in all four areas.The findings of this study have implications for staff development in public school districts that struggle with achievement gaps between Caucasian and non-Caucasian students.
Topical Name Used as Subject : Bilingual education, Multicultural education
Information of biblio record : TL
 
 
 
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