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ERIC Number: EJ781909
Record Type: Journal
Publication Date: 2004
Pages: 6
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1068-3844
Multicultural Education: Teacher Conceptualization and Approach to Implementation
Fong, Adrienne; Sheets, Rosa Hernandez
Multicultural Education, v12 n1 p10-15 Fall 2004
This study examines teacher conceptualization of multicultural education and describes their approaches to implementation. It examines why teachers experience difficulties implementing multicultural education. This case study of two kindergarten teachers in an urban public school in Northern California uses a collaborative approach to investigate the issues contributing to the multicultural theory-practice gap. Two kindergarten teachers, both of whom have a minimum teaching experience and exposure to at least one university/college course and one inservice workshop on diversity, were the participants for this study. This research used a teacher-inquiry approach and followed rigorous qualitative methodology. The article concludes with suggestions to help bridge the theory-practice gap. This article is divided into four parts: methodology, findings, discussion, and conclusion. (Contains 1 note.)
Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A