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ERIC Number: ED441041
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developing and Using Black Cultural Knowledge: Challenges and Opportunities in Teacher Development.
Ford, Barbara E.
This study investigated teachers' multicultural knowledge and multicultural professional development; teachers' cultural knowledge and/or professional development specific to children of African descent; professional development that teachers have had which increased their effectiveness in teaching children of African descent; and whether teachers' multicultural knowledge affected their performance/effectiveness in the classroom. The study used a survey, interviews/focus groups with a subset of surveyed teachers, and classroom observations of this subset. Of the 81 participating teachers from five schools, 28 percent were Black, 10 percent were Hispanic, 2.5 percent were Filipino, 1 percent were American Indian, and 33 percent were White. Data analysis indicated that only half of the teachers acquired their knowledge about the education of African American students at the colleges they attended. Only 16 percent indicated having received multicultural education at their college. Most teachers received their knowledge through district inservice, which was generally to get additional state teaching certification. Teachers cited lived experiences before teaching more often than education as contributing to their black cultural knowledge base. Teachers indicated a desire for future professional development related to their African American students. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A