Applications of "Multiculturalism" Demonstrated by Elementary Preservice Science Teachers.

Autor/in	Key, Shirley Gholston
Titel	Applications of "Multiculturalism" Demonstrated by Elementary Preservice Science Teachers.
Quelle	(2000), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cultural Awareness; Curriculum Design; Diversity (Student); Elementary Education; Elementary School Science; Higher Education; Lesson Plans; Multicultural Education; Planning; Preservice Teacher Education; Science Education; Student Teacher Attitudes; Student Teachers; Thematic Approach; Urban Schools + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Lehrplangestaltung; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson planning; Unterrichtsplanung; Multikulturelle Erziehung; Ablaufplanung; Planungsprozess; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Themenzentrierter Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study examined 38 thematic units prepared by preservice elementary teachers at the end of their science methods class and their second semester in an urban, field-based program, investigating how they addressed principles of diversity and multiculturalism. The units had either a science theme or science integrated with themes from other disciplines. The multicultural component was analyzed using Banks' Dimensions of Multicultural Education and Approaches to Multicultural Education (which include five dimensions of multicultural education and four levels of multicultural curriculum reform). Gender and ethnicity were also examined. Of the 45 predominantly female students who completed units, 14 were African American, 5 were Hispanic American, 3 were Asian American, and 23 were Anglo-American. Results indicated that students attempted to integrate multicultural approaches in their lessons to various degrees. Of the 38 students who addressed multiculturalism or diversity, 6 demonstrated equity pedagogy and 32 demonstrated content integration; 3 demonstrated both content integration and equity pedagogy; and 1 demonstrated content integration with knowledge construction. Students did not apply any levels above level 2 on Banks' typology of multicultural approaches. Most students used level 1, the contributions approach. Students preferred the curriculum approach of content integration more than any other approach. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01