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ERIC Number: ED550927
Record Type: Non-Journal
Publication Date: 2012
Pages: 245
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-0466-7
Perceptions and Needs of Agricultural Teachers on Classroom Diversity and Inclusion
Vommi, Hari K.
ProQuest LLC, Ph.D. Dissertation, West Virginia University
Classrooms in the United States are more diverse than ever. It is predicted that nearly half of the public education students in the United States will be other than White by 2019. Teachers should have positive attitudes towards classroom diversity and inclusion. They should be well prepared to teach effectively in a diverse classroom. The purpose of the study was to examine the perceptions, the perceived confidence levels, and the perceived needs of agricultural teachers on classroom diversity, inclusion and multicultural education. The study also assessed the willingness of the teachers to participate in college courses and/or professional trainings on classroom diversity and inclusion. The study used a descriptive correlational research design. A web-based questionnaire was sent to all agricultural teachers in the states of Kentucky, Maryland, Ohio, Pennsylvania, Virginia, and West Virginia that were employed during spring 2012 (N = 1441). Of these, 433 teachers responded for a 30% response rate. No statistically significant differences were found as early and late respondents were compared on three key demographic variables. However, because of the response rate, the researcher elected to limit the conclusions to the individuals who responded to the study. Agricultural teachers believed that racially and culturally diverse students are as equally capable academically as their White counterparts. Further, they agreed that English as Second Language (ESL) students and students with disabilities are capable of high academic achievement when taught with appropriate teaching techniques. The findings of the study indicated that agricultural teachers understood the concept of classroom diversity. They felt confident teaching racially, culturally, and linguistically diverse students and students with disabilities. However, the results of the study indicated that the teachers needed additional information on classroom diversity, inclusion, and multicultural education. They agreed more that they needed additional information on teaching techniques to use with ESL students and students with disabilities as compared to racially and culturally diverse students. Agricultural teachers were willing to participate in in-service professional trainings to acquire necessary skills to teach in a diverse classroom. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky; Maryland; Ohio; Pennsylvania; Virginia; West Virginia