NCCRESt

part of the Education Reform Networks

Coming to Terms with "Diversity" and "Multiculturalism" in Teacher Education: Learning about Our Students, Changing Our Practice

Teacher educators addressed negative student responses to a multicultural foundations course by designing an action research study to investigate students' identities, experiences, and beliefs. Analysis of written assignments and focus group discussions uncovered three categories of beliefs about the purposes of schools in relation to cultural diversity. Findings suggested relationships between previous cross-cultural experiences, gender, and beliefs. (SM)

• Author/Creator: Cockrell, Karen S., Placier, Peggy L., Cockrell, Dan H., Middleton, Julie N.
• Date Published: May
• Journal/Secondary Title: Teaching and Teacher Education
• Number: 4
• Volume: 15
• Year: 1999

This resource is cataloged under:

• Network/channel: NCCRESt: People: Students
• Network/channel: NCCRESt: Practices: Diversity Practices
• Subject: Cultural Awareness
• Subject: Diversity (Student)
• Subject: Elementary Secondary Education
• Subject: Higher Education
• Subject: Multicultural Education
• Subject: Preservice Teacher Education
• Subject: School Role
• Subject: Sex Differences
• Subject: Student Experience
• Subject: Student Teacher Attitudes
• Subject: Student-Teachers

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