BibTex RIS Kaynak Göster

Preservice Teachers’ Changes in Attitudes About Issues of Language

Yıl 2009, Cilt: 5 Sayı: 3, 25 - 39, 01.12.2009

Öz

Given the overwhelming body of research addressing the cultural gap between preservice teachers and the students they will ultimately teach, the research concerned the examination of preservice teachers’ attitudes toward to issues of language in college classes so as to improve the multicultural aspect of educational courses. We used statistical analyses of survey results filled out by two hundred seventy four preservice teachers as sources of data for addressing students’ changes of attitudes related to language issues. Statistical analyses of the data indicate the closing gap between students who had lower scores and higher scores on the pre surveys. The implications for multicultural education and, professional development are discussed

Kaynakça

  • Banks, J.A. (2004). Multicultural education historical development, dimensions, and practice. In J.A. Banks & C.A.M. Banks (Eds.), Handbook of research on multicultural education (pp 931-975). CA: Jossey-Bass.
  • Brown, S. C. & Kysilka, M. (2002). Applying multicultural and global concepts in the classroom and beyond. Boston: Allyn & Bacon.
  • Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer.
  • Cobern, W.W. (1991). World view theory and science education theory. Monograph of the National Association for Research in Science Teaching (No. 3). Kansas State University.
  • Cochran-Smith, M. (2004). . Walking the road: Race, diversity, and social justice in teacher education. New York & London: Teachers College, Columbia University.
  • Cothran, D., & Ennis, C. (2000). Building bridges to student engagement: Communicating respect and care for students in urban high schools. Journal of Research and Development in Education, 33(2), 106-117.
  • Darling-Hammond, L. (1995). Inequality and access to knowledge. In J. A. Banks & C. M. Banks (Eds.), Handbook of research on multicultural education. NY: McMillan.
  • Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
  • Gallagher-Geurtsen, Tricia (2007) Linguistic Privilege: Why Educators Should be Concerned Multicultural Perspectives, 9(1), 40–44
  • Garmon, M. A. (2004). Changing preservice teachers' attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55(3), 201-214.
  • Gay, G. (1993). Building cultural bridges: A bold proposal for teacher education. Education and Urban Society, 25(3), 285-289.
  • Gollnick, D. & Chinn, P. (2004). Multicultural education in a pluralistic society. (6th ed.).
  • Columbus, OH: Merrill Prentice Hall.
  • Gould, S.J. (1996). The mismeasure of man. New York: W.W. Norton & Company.
  • Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language-minority students: An exploratory study of six high schools. Harvard Educational Review, 60(3), 315-340
  • Irvine, J. (Ed.). (1997). Constructing the knowledge base for urban teacher education. Washington, DC: American Association of Colleges for Teacher Education.
  • Kozol, J. (1991). Savage inequalities: Children in America’s schools. NY: Harper & Row.
  • Kozol, Jonathan (1995). Amazing Grace: The lives of children and the conscience of a nation. NY: HarperPerennial.
  • McIntosh P. (1988).White privilege: Unpacking the invisible knapsack. Retrieved October http://www.case.edu/president/aaction/UnpackingTheKnapsack.pdf 16, 2009 from:
  • Nespor, J. (1987).The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
  • Nieto, S. (2004). Affirming diversity: The sociopolitical context of multicultural education. Pearson Education.
  • Pohan, C.A., & Aguilar, T.E. (1994). Initial development and preliminary testing of two beliefs about diversity measures. Research monograph. Lincoln, NE: The University of Nebraska, Center for Curriculum and Instruction, Teachers College.
  • Pohan, C. A., & Aguilar, T. E. (2001). Measuring educators’ beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38(1), 159-182.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
  • Sleeter, C., & Grant, C. (1999). Making choices for multicultural education: Five approaches to race, class, and gender, (3rd. Ed.)New York: Merrill.
  • Smith, R., Moallem, M. & Sherrill, D. (1997). How preservice teachers think about cultural diversity: A closer look at factors which influence their beliefs towards equality. Educational Foundations, pp. 41–60.
  • Thiong’o, N. (1995). The language of African literature. In Ashcroft, B., Griffiths, G., & Tiffin, H. (Eds.), The post-colonial studies reader, (pp. 285–290). London: Routledge.
  • Zimpher, N., &. Ashburn, E. (1992). Countering parochialism in teacher candidates. In M. E. Dilworth (Ed.), Diversity in teacher education: New expectations. San Francisco: Jossey-Bass.
Yıl 2009, Cilt: 5 Sayı: 3, 25 - 39, 01.12.2009

Öz

Kaynakça

  • Banks, J.A. (2004). Multicultural education historical development, dimensions, and practice. In J.A. Banks & C.A.M. Banks (Eds.), Handbook of research on multicultural education (pp 931-975). CA: Jossey-Bass.
  • Brown, S. C. & Kysilka, M. (2002). Applying multicultural and global concepts in the classroom and beyond. Boston: Allyn & Bacon.
  • Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer.
  • Cobern, W.W. (1991). World view theory and science education theory. Monograph of the National Association for Research in Science Teaching (No. 3). Kansas State University.
  • Cochran-Smith, M. (2004). . Walking the road: Race, diversity, and social justice in teacher education. New York & London: Teachers College, Columbia University.
  • Cothran, D., & Ennis, C. (2000). Building bridges to student engagement: Communicating respect and care for students in urban high schools. Journal of Research and Development in Education, 33(2), 106-117.
  • Darling-Hammond, L. (1995). Inequality and access to knowledge. In J. A. Banks & C. M. Banks (Eds.), Handbook of research on multicultural education. NY: McMillan.
  • Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
  • Gallagher-Geurtsen, Tricia (2007) Linguistic Privilege: Why Educators Should be Concerned Multicultural Perspectives, 9(1), 40–44
  • Garmon, M. A. (2004). Changing preservice teachers' attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55(3), 201-214.
  • Gay, G. (1993). Building cultural bridges: A bold proposal for teacher education. Education and Urban Society, 25(3), 285-289.
  • Gollnick, D. & Chinn, P. (2004). Multicultural education in a pluralistic society. (6th ed.).
  • Columbus, OH: Merrill Prentice Hall.
  • Gould, S.J. (1996). The mismeasure of man. New York: W.W. Norton & Company.
  • Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language-minority students: An exploratory study of six high schools. Harvard Educational Review, 60(3), 315-340
  • Irvine, J. (Ed.). (1997). Constructing the knowledge base for urban teacher education. Washington, DC: American Association of Colleges for Teacher Education.
  • Kozol, J. (1991). Savage inequalities: Children in America’s schools. NY: Harper & Row.
  • Kozol, Jonathan (1995). Amazing Grace: The lives of children and the conscience of a nation. NY: HarperPerennial.
  • McIntosh P. (1988).White privilege: Unpacking the invisible knapsack. Retrieved October http://www.case.edu/president/aaction/UnpackingTheKnapsack.pdf 16, 2009 from:
  • Nespor, J. (1987).The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
  • Nieto, S. (2004). Affirming diversity: The sociopolitical context of multicultural education. Pearson Education.
  • Pohan, C.A., & Aguilar, T.E. (1994). Initial development and preliminary testing of two beliefs about diversity measures. Research monograph. Lincoln, NE: The University of Nebraska, Center for Curriculum and Instruction, Teachers College.
  • Pohan, C. A., & Aguilar, T. E. (2001). Measuring educators’ beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38(1), 159-182.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
  • Sleeter, C., & Grant, C. (1999). Making choices for multicultural education: Five approaches to race, class, and gender, (3rd. Ed.)New York: Merrill.
  • Smith, R., Moallem, M. & Sherrill, D. (1997). How preservice teachers think about cultural diversity: A closer look at factors which influence their beliefs towards equality. Educational Foundations, pp. 41–60.
  • Thiong’o, N. (1995). The language of African literature. In Ashcroft, B., Griffiths, G., & Tiffin, H. (Eds.), The post-colonial studies reader, (pp. 285–290). London: Routledge.
  • Zimpher, N., &. Ashburn, E. (1992). Countering parochialism in teacher candidates. In M. E. Dilworth (Ed.), Diversity in teacher education: New expectations. San Francisco: Jossey-Bass.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA49RZ79MU
Bölüm Makaleler
Yayımlanma Tarihi 1 Aralık 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 5 Sayı: 3

Kaynak Göster

APA Preservice Teachers’ Changes in Attitudes About Issues of Language. (2009). International Journal Of Progressive Education, 5(3), 25-39.