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• W2994171276 abstract "Abstract Linguistically and culturally diverse students continue increase in our nation's schools. Pre-service teachers need examine their attitudes and become sensitive and knowledgeable about issues in the classroom and curriculum. Using a pre-post quantitative research design, we examined 144 pre-service teachers' attitudes during a teacher preparation course. Data analysis revealed the one-semester course did not make a significant difference in pre-service teachers' attitudes. The authors argue education implementation should occur throughout the longevity of the teacher education program. Reflection of practice is imperative a professor's potential enact true change. Introduction The number of linguistically and culturally diverse students in our schools continues increase while our teachers overwhelmingly remain monolingual, European-Americans (August & Hakuta, 1997; Cushner, McClelland, & Safford, 2006; Hodgkinson, 2002). Consequently, it is important for Teacher Education Programs (TEPs) help their pre-service teachers not only examine their attitudes but also become sensitive and knowledgeable about issues in the classroom and curriculum (Garcia & Willis, 2001; Gay, 2002). Multicultural TEPs combine knowledge of subject matter and effective teaching with sensitivity cultural diversity. The goal is prepare future teachers to be reflective, critical thinkers (Gay & Fox, 1995, p. 241) who will promote social equity in their toward the greater goal of a collective empowerment of minorities in their classrooms (Lipmann, 1996, p. 52). Furthermore, these programs should help teachers create a celebratory of (Cannella & Reiff, 1994, p. 33) and a system which empowers students perform academically (Cummins, 1990). In contrast, traditional TEPs often integrate one or two multicultural courses into the coursework (Kea, Campbell-Whatley, & Richards, 2005). These traditional education courses have shown mixed results concerning attitudinal changes. Lenski, Crawford, Crumpler, & Stallworth (2005) have reviewed several studies substantiating this claim: Some researchers have indicated pre-service teachers in courses had improved racial attitudes.... while others reported few or even negative changes.... (p. 4). These results indicate a true challenge for TEPs utilizing a traditional approach education in order bring about any significant and positive attitude change in their pre-service teachers. In spite of the rising cultural and linguistic diversity in our today, TEPs continue utilize teaching practices of the past. These past practices focused primarily on what and how teach, but not necessarily, on who is being taught (Kea & Utley, 1998). This reluctance address the diversity of our students is truly unfortunate when studies show pre-service teachers who have had teacher education preparation are less likely view difference as deficit (Irvine, 2003) and have higher self-efficacy in their instruction of diverse children (Pang & Sablan, 1998). The purpose of this study was determine what impact, if any, the professors of this course had on the attitudes of pre-service teachers. In this article, we will discuss the findings of the study and the implications of those findings. The following section will discuss the participants, setting, the instruments used for collecting data, the research design, and the procedures used. Participants and Setting This semester-long study was conducted at a large southwestern university in 2005. The two researchers were teachers/professors of Teacher Education who were former elementary and secondary classroom teachers. Their areas of expertise included and social foundations of education. …" @default.
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• W2994171276 date "2007-06-22" @default.
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• W2994171276 title "The Power to Change Multicultural Attitudes" @default.
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