ERIC Number: ED523023
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
What Is the Impact of Faculty Development Workshops in Multicultural Education for Teachers?
Fields, Beverly E.
ProQuest LLC, Ph.D. Dissertation, Capella University
Teaching in today's schools across the nation is much more than presenting reading writing, and arithmetic. Experienced educators as well as novice teachers face a much more different audience of students in the classroom. It is very important for administrators and teachers to be prepared to impress knowledge in the public schools that is high in academics and ethical consideration. The purpose of the present study was to explore the perceptions of teachers and administrators with regard to multiculturalism training and its transference in the classroom. A qualitative research approach, with interview as the data collection tool, was used in the study. Ten participants comprised the sample. Data were analyzed using content analysis. The results of the study revealed five thematic categories regarding multiculturalism training and its transference in the classroom: (a) definition of multiculturalism training, (b) benefits of multiculturalism training, (c) source of training, (d) implementation difficulties, and (e) implementation strategies. These five thematic categories were central to the experiences and perceptions of the 10 educators who participated in the study. Recommendations were made based on the results, primarily focusing on the creation of effective multiculturalism training programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Cultural Pluralism, Faculty Development, Qualitative Research, Multicultural Education, Content Analysis, Workshops, Program Effectiveness, Teacher Competencies, Student Diversity, Public Schools, Interviews
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
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