Research Article
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Year 2019, Volume: 8 Issue: 1, 383 - 393, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.383

Abstract

References

  • APA (American Psychological Association) (2017). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. Retrieved from: http://www.apa.org/pi/oema/resources/policy/multicultural-guideline.pdf
  • Arslan, S. (2016). Cokkulturlu egitim ve Turkiye: Mevcut durum, beklentiler, olasiliklar. Elektronik Sosyal Bilimler Dergisi, 15(57), 412-428.
  • Banks, J. A. (1992). Multicultural education: For freedom's sake. Educational leadership, 49(4), 32-36.
  • Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.
  • Basarir, F. (2012). Ogretmen adaylarinin cok kulturlu egitime iliskin goruslerinin ve oz-yeterlilik algilarinin degerlendirilmesi (Erciyes Universitesi Ornegi). Yayinlanmamis Yuksek Lisans Tezi. Erciyes Universitesi Egitim Bilimleri Enstitusu, Kayseri.
  • Basarir, F., Sari, M., & Cetin, A. (2014). Ogretmenlerin cok kulturlu egitim algilarinin incelenmesi. Pegem Egitim ve Ogretim Dergisi, 4(2), 91-110.
  • Basbay, A., & Bektas, Y. (2009). Cokkulturluluk baglaminda ogretim ortami ve ogretmen yeterlilikleri. Egitim ve Bilim, 34(152), 30-43.
  • Basbay, A., & Kagnici, D. Y. (2013). Cokkulturlu yeterlik algilari olcegi: Bir olcek gelistirme calismasi. Egitim ve Bilim, 36(161), 199-212.
  • Brown, I. C. (1963). Understanding other cultures. Englewood Cliffs, New Jersey: Prentice-Hall.
  • Bulut, C., & Basbay, A. (2014). Ogretmenlerin cok kulturlu yeterlik algilarinin incelenmesi. Kastamonu Universitesi Kastamonu Egitim Dergisi, 23(3), 957-978.
  • Cahill, D. (2001). The rise and fall of multicultural education in the Australian schooling system. In C. A. Grant, & J. L. Lei (Eds), Global constructions of multicultural education: Theories and realities (s. 27-58). London: Lawrence Erlbaum associates, publishers.
  • Demir, S., & Basarir, F. (2013). Cokkulturlu egitim cercevesinde ogretmen adaylarinin oz-yeterlilik algilarinin incelenmesi. International Journal of Social Science, 6(1), 609-641.
  • Coban, A. E., Karaman, N. G., & Dogan, T. (2010). Ogretmen adaylarinin kulturel farkliliklara yonelik bakis acilarinin cesitli demografik degiskenlere gore incelenmesi. Abant Izzet Baysal Universitesi Dergisi, 10(1), 125-131.
  • Day, R. J. (2002). Multiculturalism and the history of Canadian diversity. Toronto: University of Toronto Press.
  • Dussel, I. (2008). What can multiculturalism tell us about difference? The reception of multicultural discourses. In C. A. Grant, & J. L. Lei (Eds), Constructions of multicultural education: Theories and realities (s. 91-113). London: Lawrence Erlbaum Associates.
  • Erturk, S. (1998). Turkiye'de egitim felsefesi sorunu. Hacettepe Universitesi Egitim Fakultesi Dergisi, 3, 11-16.
  • Fay, B. (2001). Cagdas sosyal bilimler felsefesi cokkulturlu bir yaklasim. Istanbul: Mart Matbaacilik.
  • Fraenkel, J. R., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
  • Gay, G. (2004). The importance of multicultural education. In D. J. Flinders, & S. J. Thornton (Eds), The curriculum studies reader (s. 315-323). New York: Routledge Falmer.
  • Gay, G. (2004). The importance of multicultural education. Educational Leadership, 61(4), 30-35.
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education(53), 106-116.
  • Gay, G. (2018, 5 7). A synthesis of scholarship in multicultural education. Retrieved from www.Ncrel.org: http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le=gay.htm
  • Gollnick, D. M., & Chinn, P. C. (1998). Multicultural education in a pluralistic society. Columbus, OH: Merrill.
  • Goodenough, W. H. (1976). Multiculturalism as the normal human experience. Anthropology & Education Quarterly, 7, 4-7.
  • Grant, C. A., & Millar, S. (1992). Research and multicultural education: Barriers, needs and boundaries. In C. A. Grant (Ed.), Research and Multicultural education: From the margins to the mainstream (s. 6-17). London: The Falmer Press.
  • Gunay, R., Kaya, Y., & Aydin, H. (2014). Cokkulturlu egitim yaklasiminin etkililik duzeyi: Bir meta-analiz calismasi. Usak Universitesi Sosyal Bilimler Dergisi, 7(4), 145-166.
  • Gunay, R., & Aydin, H. (2015). Turkiye'de cokkulturlu egitim ile ilgili yapilan arastirmalarda egilim: Bir icerik analizi calismasi. Egitim ve Bilim, 40(178), 1-22.
  • Hoffman, D. M. (1996). Culture and self in multicultural education: Reflection discourse, text, and practice. American Educational Research Journal, 33(3), 545-596.
  • Hofstede, G. (1994). Cultures and organizations: Software of the mind. London: Harper Collins.
  • Karacam, M. S., & Koca, C. (2012). Beden egitimi ogretmen adaylarinin cokkulturluluk farkindaliklari. Hacettepe Spor Bilimleri Dergisi, 23(3), 89-103.
  • Kaya, I., & Aydin, H. (2013). Turkiye'de anadilde egitim sorunu: Zorluklar, deneyimler ve ili dilli egitim modeli onerileri. Istanbul: Ukam.
  • Kaya, Y. (2014). Ogretmen adaylarinin cokkulturlu egitim hakkindaki bilgi, farkindalik ve yeterliliklerinin belirlenmesi. Asya Ogretim Dergisi, 2(1), 102-115.
  • Keskin, Y., & Yaman, E. (2014). Ilkogretim sosyal bilgiler programi ve ders kitaplarinda yeni bir paradigma: Cokkulturlu egitim. Turkish studies-International Periodial for the languages, literature of Turkish or Turkic, 9(2), 933-960.
  • Lahana, E. (2017). Globalization, multiculturalism and marginalization as the casual factors of the inequalities and the political health reforms. Interscientific Health Care, 9(4), 132-140.
  • Liu, M., & Lin-Tzu-Bin. (2011). In C. A. Grant, & A. Portera (Eds), Intercultural and multicultural education: Enhancing global interconnectedness (s. 157-177). New York: Routledge.
  • Matsumoto, D. (1996). Culture and psychology. Pacific Grove, CA: Brooks/Cole.
  • Mullings, L. (1986). Anthropological perspectives on the Afro-American family. American Journal of Social Psychiatry, 6, 11-16.
  • Murphy, M. (2012). Multiculturalism A critical introduction. Oxon: Routledge.
  • Nieto, S. (2004). Affirming diversity: The sociopolitical context of multicultural education. Boston: Pearson Education.
  • Ozdemir, M., & Dil, K. (2013). Teachers' attitudes toward multicultural education: Case of Cankiri. Ankara University, Journal of Educational Sciences, 46(2), 215-232.
  • Polat, I., & Kilic, E. (2013). Turkiye'de cokkulturlu egitim ve cokkulturlu egitimde ogretmen yeterlilikleri. YYU Egitim Fakultesi Dergisi, 10(1), 352-372.
  • Polat, S. (2009). Ogretmen adaylarinin cok kulturlu egitime yonelik kisilik ozellikleri. International Online Journal of Educational Sciences, 1(1), 154-164.
  • Ponterotto, J. G., Baluch, S., Greig, T., & Rivera, L. (1998). Development and initial score validation of the teacher multicultural attitude survey. Educational and Psychological Measurement, 58(6), 1002-1016.
  • Portera, A. (2011). Intercultural and multicultural education: Epistemological and semantic aspects. In C. A. Grant, & A. Portera (Eds), Intercultural and multicultural education: Enhancing global interconnectedness (s. 12-30). New York: Routledge.
  • Quintana, S. M. (1998). Children's developmental understanding of ethnicity and race. Applied and Preventive Psychology, 7, 27-45.
  • Ramsey, P. G., Williams, L. R., & Vold, E. B. (2003). Multicultural education: A source book. New York: Routledge-Falmer.
  • Rattansi, A. (2011). Multiculturalism: A very short introduction. New York: Oxford University Press.
  • Smith, E. (2009). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. Multicultural Education, 16(3), 45-50.
  • Spencer-Oatey, H. (2008). Culturally speaking. Culture, communication and politeness theory. London: Continuum.
  • Toprak, G. (2008). Ogretmenlerin Cok Kulturlu Tutum Olcegi’nin (Teacher Multicultural Attitude survey) Guvenirlik ve Gecerlilik Calismasi. Yayimlanmis Yuksek Lisans Tezi. Gaziosman Pasa Universitesi, Sosyal Bilimler Enstitusu, Tokat.
  • Tortop, H. S. (2014). Ogretmen adaylarinin ustun yetenekli ve cok kulturlu egitime iliskin tutumlari. Ustun Yetenekliler Egitimi Arastirmalari Dergisi, 2(2), 16-26.
  • Turkan, A., Aydin, H., & Uner, S. S. (2016). Ogretmen adaylarinin cokkulturlu egitime yonelik tutumlari ile epistemolojik inanclari arasindaki iliskinin incelenmesi. Ilkogretim Online, 15(1), 148-159.
  • UNESCO. (2017, 12 21). UNESCO Universal Declaration on Cultural Diversity. Retrieved from: http://unesdoc.unesco.org/images/0012/001271/127160m.pdf
  • Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53, 20-32.
  • Washington, E. D. (2003). The multicultural competence of teachers and challenge of academic achievement. In H. K. Coleman, H. K. Coleman, W. M. Liu, & R. L. Toporek (Eds), Handbook of multicultural competencies in counseling ad psychology (s. 495-510). California: Sage Publications.
  • Wells, R. (2008). The global and teh multicultural oppurtunities, challenges, and suggestions for teacher education. National Association for Multicultural Education, 10(3), 142-149.
  • Yazici, S., Basol, G., & Toprak, G. (2009). Ogretmenlerin cokkulturlu egitim tutumlari: Bir guvenirlik ve gecerlik calismasi. Hacettepe Egitim Fakultesi Dergisi (37), 229-240.

The Attitudes of Teachers towards Multicultural Education

Year 2019, Volume: 8 Issue: 1, 383 - 393, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.383

Abstract

The purpose of this study is to determine the teachers' attitudes toward multicultural education. This is a survey study and the participants of the study were 248 teachers who are teaching Turkish to the Syrian immigrants in Sanliurfa. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes do not differ in a statistically significant way according to their gender, mother tongue, and professional seniority. Literature teachers were found to have more positive attitudes than class teachers. Based on the findings, it can be suggested that more research is needed on how to develop, alter teaching methods and programs according to multicultural education and why teachers of certain subjects have a more positive attitude towards multicultural education. Also, studies that investigate if teachers’ attitudes towards multicultural education affect students’ academic achievement, social adaptation processes and so on may provide useful information. The participation of teachers in cultural exchange programs, formal education, courses may be useful to raise their awareness and competency on multicultural education.


References

  • APA (American Psychological Association) (2017). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. Retrieved from: http://www.apa.org/pi/oema/resources/policy/multicultural-guideline.pdf
  • Arslan, S. (2016). Cokkulturlu egitim ve Turkiye: Mevcut durum, beklentiler, olasiliklar. Elektronik Sosyal Bilimler Dergisi, 15(57), 412-428.
  • Banks, J. A. (1992). Multicultural education: For freedom's sake. Educational leadership, 49(4), 32-36.
  • Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.
  • Basarir, F. (2012). Ogretmen adaylarinin cok kulturlu egitime iliskin goruslerinin ve oz-yeterlilik algilarinin degerlendirilmesi (Erciyes Universitesi Ornegi). Yayinlanmamis Yuksek Lisans Tezi. Erciyes Universitesi Egitim Bilimleri Enstitusu, Kayseri.
  • Basarir, F., Sari, M., & Cetin, A. (2014). Ogretmenlerin cok kulturlu egitim algilarinin incelenmesi. Pegem Egitim ve Ogretim Dergisi, 4(2), 91-110.
  • Basbay, A., & Bektas, Y. (2009). Cokkulturluluk baglaminda ogretim ortami ve ogretmen yeterlilikleri. Egitim ve Bilim, 34(152), 30-43.
  • Basbay, A., & Kagnici, D. Y. (2013). Cokkulturlu yeterlik algilari olcegi: Bir olcek gelistirme calismasi. Egitim ve Bilim, 36(161), 199-212.
  • Brown, I. C. (1963). Understanding other cultures. Englewood Cliffs, New Jersey: Prentice-Hall.
  • Bulut, C., & Basbay, A. (2014). Ogretmenlerin cok kulturlu yeterlik algilarinin incelenmesi. Kastamonu Universitesi Kastamonu Egitim Dergisi, 23(3), 957-978.
  • Cahill, D. (2001). The rise and fall of multicultural education in the Australian schooling system. In C. A. Grant, & J. L. Lei (Eds), Global constructions of multicultural education: Theories and realities (s. 27-58). London: Lawrence Erlbaum associates, publishers.
  • Demir, S., & Basarir, F. (2013). Cokkulturlu egitim cercevesinde ogretmen adaylarinin oz-yeterlilik algilarinin incelenmesi. International Journal of Social Science, 6(1), 609-641.
  • Coban, A. E., Karaman, N. G., & Dogan, T. (2010). Ogretmen adaylarinin kulturel farkliliklara yonelik bakis acilarinin cesitli demografik degiskenlere gore incelenmesi. Abant Izzet Baysal Universitesi Dergisi, 10(1), 125-131.
  • Day, R. J. (2002). Multiculturalism and the history of Canadian diversity. Toronto: University of Toronto Press.
  • Dussel, I. (2008). What can multiculturalism tell us about difference? The reception of multicultural discourses. In C. A. Grant, & J. L. Lei (Eds), Constructions of multicultural education: Theories and realities (s. 91-113). London: Lawrence Erlbaum Associates.
  • Erturk, S. (1998). Turkiye'de egitim felsefesi sorunu. Hacettepe Universitesi Egitim Fakultesi Dergisi, 3, 11-16.
  • Fay, B. (2001). Cagdas sosyal bilimler felsefesi cokkulturlu bir yaklasim. Istanbul: Mart Matbaacilik.
  • Fraenkel, J. R., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
  • Gay, G. (2004). The importance of multicultural education. In D. J. Flinders, & S. J. Thornton (Eds), The curriculum studies reader (s. 315-323). New York: Routledge Falmer.
  • Gay, G. (2004). The importance of multicultural education. Educational Leadership, 61(4), 30-35.
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education(53), 106-116.
  • Gay, G. (2018, 5 7). A synthesis of scholarship in multicultural education. Retrieved from www.Ncrel.org: http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le=gay.htm
  • Gollnick, D. M., & Chinn, P. C. (1998). Multicultural education in a pluralistic society. Columbus, OH: Merrill.
  • Goodenough, W. H. (1976). Multiculturalism as the normal human experience. Anthropology & Education Quarterly, 7, 4-7.
  • Grant, C. A., & Millar, S. (1992). Research and multicultural education: Barriers, needs and boundaries. In C. A. Grant (Ed.), Research and Multicultural education: From the margins to the mainstream (s. 6-17). London: The Falmer Press.
  • Gunay, R., Kaya, Y., & Aydin, H. (2014). Cokkulturlu egitim yaklasiminin etkililik duzeyi: Bir meta-analiz calismasi. Usak Universitesi Sosyal Bilimler Dergisi, 7(4), 145-166.
  • Gunay, R., & Aydin, H. (2015). Turkiye'de cokkulturlu egitim ile ilgili yapilan arastirmalarda egilim: Bir icerik analizi calismasi. Egitim ve Bilim, 40(178), 1-22.
  • Hoffman, D. M. (1996). Culture and self in multicultural education: Reflection discourse, text, and practice. American Educational Research Journal, 33(3), 545-596.
  • Hofstede, G. (1994). Cultures and organizations: Software of the mind. London: Harper Collins.
  • Karacam, M. S., & Koca, C. (2012). Beden egitimi ogretmen adaylarinin cokkulturluluk farkindaliklari. Hacettepe Spor Bilimleri Dergisi, 23(3), 89-103.
  • Kaya, I., & Aydin, H. (2013). Turkiye'de anadilde egitim sorunu: Zorluklar, deneyimler ve ili dilli egitim modeli onerileri. Istanbul: Ukam.
  • Kaya, Y. (2014). Ogretmen adaylarinin cokkulturlu egitim hakkindaki bilgi, farkindalik ve yeterliliklerinin belirlenmesi. Asya Ogretim Dergisi, 2(1), 102-115.
  • Keskin, Y., & Yaman, E. (2014). Ilkogretim sosyal bilgiler programi ve ders kitaplarinda yeni bir paradigma: Cokkulturlu egitim. Turkish studies-International Periodial for the languages, literature of Turkish or Turkic, 9(2), 933-960.
  • Lahana, E. (2017). Globalization, multiculturalism and marginalization as the casual factors of the inequalities and the political health reforms. Interscientific Health Care, 9(4), 132-140.
  • Liu, M., & Lin-Tzu-Bin. (2011). In C. A. Grant, & A. Portera (Eds), Intercultural and multicultural education: Enhancing global interconnectedness (s. 157-177). New York: Routledge.
  • Matsumoto, D. (1996). Culture and psychology. Pacific Grove, CA: Brooks/Cole.
  • Mullings, L. (1986). Anthropological perspectives on the Afro-American family. American Journal of Social Psychiatry, 6, 11-16.
  • Murphy, M. (2012). Multiculturalism A critical introduction. Oxon: Routledge.
  • Nieto, S. (2004). Affirming diversity: The sociopolitical context of multicultural education. Boston: Pearson Education.
  • Ozdemir, M., & Dil, K. (2013). Teachers' attitudes toward multicultural education: Case of Cankiri. Ankara University, Journal of Educational Sciences, 46(2), 215-232.
  • Polat, I., & Kilic, E. (2013). Turkiye'de cokkulturlu egitim ve cokkulturlu egitimde ogretmen yeterlilikleri. YYU Egitim Fakultesi Dergisi, 10(1), 352-372.
  • Polat, S. (2009). Ogretmen adaylarinin cok kulturlu egitime yonelik kisilik ozellikleri. International Online Journal of Educational Sciences, 1(1), 154-164.
  • Ponterotto, J. G., Baluch, S., Greig, T., & Rivera, L. (1998). Development and initial score validation of the teacher multicultural attitude survey. Educational and Psychological Measurement, 58(6), 1002-1016.
  • Portera, A. (2011). Intercultural and multicultural education: Epistemological and semantic aspects. In C. A. Grant, & A. Portera (Eds), Intercultural and multicultural education: Enhancing global interconnectedness (s. 12-30). New York: Routledge.
  • Quintana, S. M. (1998). Children's developmental understanding of ethnicity and race. Applied and Preventive Psychology, 7, 27-45.
  • Ramsey, P. G., Williams, L. R., & Vold, E. B. (2003). Multicultural education: A source book. New York: Routledge-Falmer.
  • Rattansi, A. (2011). Multiculturalism: A very short introduction. New York: Oxford University Press.
  • Smith, E. (2009). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. Multicultural Education, 16(3), 45-50.
  • Spencer-Oatey, H. (2008). Culturally speaking. Culture, communication and politeness theory. London: Continuum.
  • Toprak, G. (2008). Ogretmenlerin Cok Kulturlu Tutum Olcegi’nin (Teacher Multicultural Attitude survey) Guvenirlik ve Gecerlilik Calismasi. Yayimlanmis Yuksek Lisans Tezi. Gaziosman Pasa Universitesi, Sosyal Bilimler Enstitusu, Tokat.
  • Tortop, H. S. (2014). Ogretmen adaylarinin ustun yetenekli ve cok kulturlu egitime iliskin tutumlari. Ustun Yetenekliler Egitimi Arastirmalari Dergisi, 2(2), 16-26.
  • Turkan, A., Aydin, H., & Uner, S. S. (2016). Ogretmen adaylarinin cokkulturlu egitime yonelik tutumlari ile epistemolojik inanclari arasindaki iliskinin incelenmesi. Ilkogretim Online, 15(1), 148-159.
  • UNESCO. (2017, 12 21). UNESCO Universal Declaration on Cultural Diversity. Retrieved from: http://unesdoc.unesco.org/images/0012/001271/127160m.pdf
  • Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53, 20-32.
  • Washington, E. D. (2003). The multicultural competence of teachers and challenge of academic achievement. In H. K. Coleman, H. K. Coleman, W. M. Liu, & R. L. Toporek (Eds), Handbook of multicultural competencies in counseling ad psychology (s. 495-510). California: Sage Publications.
  • Wells, R. (2008). The global and teh multicultural oppurtunities, challenges, and suggestions for teacher education. National Association for Multicultural Education, 10(3), 142-149.
  • Yazici, S., Basol, G., & Toprak, G. (2009). Ogretmenlerin cokkulturlu egitim tutumlari: Bir guvenirlik ve gecerlik calismasi. Hacettepe Egitim Fakultesi Dergisi (37), 229-240.
There are 57 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Mehmet Fatih Karacabey This is me

Mustafa Ozdere This is me

Kivanc Bozkus

Publication Date January 15, 2019
Published in Issue Year 2019 Volume: 8 Issue: 1

Cite

APA Karacabey, M. F., Ozdere, M., & Bozkus, K. (2019). The Attitudes of Teachers towards Multicultural Education. European Journal of Educational Research, 8(1), 383-393. https://doi.org/10.12973/eu-jer.8.1.383
AMA Karacabey MF, Ozdere M, Bozkus K. The Attitudes of Teachers towards Multicultural Education. eujer. January 2019;8(1):383-393. doi:10.12973/eu-jer.8.1.383
Chicago Karacabey, Mehmet Fatih, Mustafa Ozdere, and Kivanc Bozkus. “The Attitudes of Teachers towards Multicultural Education”. European Journal of Educational Research 8, no. 1 (January 2019): 383-93. https://doi.org/10.12973/eu-jer.8.1.383.
EndNote Karacabey MF, Ozdere M, Bozkus K (January 1, 2019) The Attitudes of Teachers towards Multicultural Education. European Journal of Educational Research 8 1 383–393.
IEEE M. F. Karacabey, M. Ozdere, and K. Bozkus, “The Attitudes of Teachers towards Multicultural Education”, eujer, vol. 8, no. 1, pp. 383–393, 2019, doi: 10.12973/eu-jer.8.1.383.
ISNAD Karacabey, Mehmet Fatih et al. “The Attitudes of Teachers towards Multicultural Education”. European Journal of Educational Research 8/1 (January 2019), 383-393. https://doi.org/10.12973/eu-jer.8.1.383.
JAMA Karacabey MF, Ozdere M, Bozkus K. The Attitudes of Teachers towards Multicultural Education. eujer. 2019;8:383–393.
MLA Karacabey, Mehmet Fatih et al. “The Attitudes of Teachers towards Multicultural Education”. European Journal of Educational Research, vol. 8, no. 1, 2019, pp. 383-9, doi:10.12973/eu-jer.8.1.383.
Vancouver Karacabey MF, Ozdere M, Bozkus K. The Attitudes of Teachers towards Multicultural Education. eujer. 2019;8(1):383-9.