Doctor of Education / Curriculum and Instruction Programs / Lawrence C. Scharmann / BeEtta L. Stoney / Increasing diversity in schools in the United States over the last few decades,
combined with an emphasis on high-stakes testing, has heightened concerns about the
academic performance of students of color, in particular African American students.
There are concerns about the appropriateness of a Eurocentric curriculum taught by
White teachers, which often limits the use of a multicultural curriculum—one that values
the culture and lifestyles of diverse students.
This study focused on elements within teaching practices that improved
achievement among students of color. An enhanced application of the Multiple Meanings
of Multicultural Teacher Education Framework (MTEF), along with assessments of
teacher training instruments (Gay, 1994; Love, 2001; Ladson-Billings, 1994), helped to
create the Model for Modified Multicultural Teacher Education Framework on Teacher
Perception of Student Achievement that served as a guide for the investigation.
The overall findings confirmed the utility of the model and the enhancements made
to the multicultural assessment instruments. Depending upon what elements were chosen,
between 18% and 23% of the variance explained in teacher’s beliefs, attitudes and
perceptions could be explained by their training, their community involvement, awareness of
self, knowledge of subject and a positive approach to the institutional culture. The findings
support the existing literature and adds to it a new dimension by directly focusing on
teacher’s perceptions, attitudes and beliefs that promote or constrain teaching and learning
about urban African American students in the urban classroom.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/3889 |
| Date | January 1900 |
| Creators | Herrera, John Christopher Sr. |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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