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From Vision to Action: Effectiveness of a Preservice Multicultural Education Course
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D. Relevance of Research and E. Implication for Action. Although diversity
courses have been mandated by NCATE for teacher education programs, very few studies have been done to ascertain the impact of these courses on teacher education candidates exposed to pre-service multicultural education (diversity training) once they become teachers. Furthermore, of those studies that have been done, “very few of the studies were longitudinal or investigated the impact of an entire program…” (Hollins, 2003, p. 6). As noted previously, the author’s research is longitudinal and reports the successful impact of pre-service multicultural education instruction. Because of the success of the author’s pre-service multicultural education course, teacher educators and multicultural educators at other universities can use information from the author’s research findings to strengthen and improve the multicultural education courses in their teacher education programs. In other words, the author’s quantitative research can be used to inform policy and practice and develop a new paradigm for development of successful multicultural education courses for pre-service teachers--such a paradigm is definitely needed. Finally, the author’s research will not only assist pre-service teachers in becoming competent multi-culturally, but also aid them as future “White educators to look deeply and critically at the necessary changes and growth we ourselves must achieve if we are to work effectively with the real issues of diversity” (Howard, 1999, p. 2). The students in the public schools are the beneficiaries of competent, caring teachers as professionals. Student learning in the public schools is at the heart of the two-pronged approach professional development pre-service training program in multicultural education/cross-cultural teaching
Section II. Outcomes and Methods and how the Session will be Designed for Participants
Although the proposed session is an individual paper, it is an interactive presentation. Because of the nature of the proposed presentation and the topic that will be discussed, it will be a lively, interactive exchange of provocative ideas from the participants. Participants will be asked to share what they are doing at their respective campuses in pre-service multicultural education.
It is hoped and believed that the conference participants will leave the interactive presentation with the following: knowledge about how to transcend culture in today’s classrooms through multicultural education; information on how to see color and culture in the classroom; information on how to serve as mentors to facilitate student learning; information about cutting edge multicultural education research; and knowledge from the presenter and participants on how to implement effective pre-service multicultural education programs.
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D. Relevance of Research and E. Implication for Action. Although diversity
courses have been mandated by NCATE for teacher education programs, very few
studies have been done to ascertain the impact of these courses on teacher
education candidates exposed to pre-service multicultural education (diversity
training) once they become teachers. Furthermore, of those studies that have been
done, “very few of the studies were longitudinal or investigated the impact of an
entire program…” (Hollins, 2003, p. 6). As noted previously, the author’s
research is longitudinal and reports the successful impact of pre-service
multicultural education instruction. Because of the success of the author’s pre-
service multicultural education course, teacher educators and multicultural
educators at other universities can use information from the author’s research
findings to strengthen and improve the multicultural education courses in their
teacher education programs. In other words, the author’s quantitative research can
be used to inform policy and practice and develop a new paradigm for
development of successful multicultural education courses for pre-service
teachers--such a paradigm is definitely needed. Finally, the author’s research will
not only assist pre-service teachers in becoming competent multi-culturally, but
also aid them as future “White educators to look deeply and critically at the
necessary changes and growth we ourselves must achieve if we are to work
effectively with the real issues of diversity” (Howard, 1999, p. 2). The students
in the public schools are the beneficiaries of competent, caring teachers as
professionals. Student learning in the public schools is at the heart of the
two-pronged approach professional development pre-service training
program in multicultural education/cross-cultural teaching
Section II. Outcomes and Methods and how the Session will be Designed for
Participants
Although the proposed session is an individual paper, it is an interactive presentation.
Because of the nature of the proposed presentation and the topic that will be discussed, it
will be a lively, interactive exchange of provocative ideas from the participants.
Participants will be asked to share what they are doing at their respective campuses in
pre-service multicultural education.
It is hoped and believed that the conference participants will leave the interactive
presentation with the following: knowledge about how to transcend culture in today’s
classrooms through multicultural education; information on how to see color and culture
in the classroom; information on how to serve as mentors to facilitate student learning;
information about cutting edge multicultural education research; and knowledge from the
presenter and participants on how to implement effective pre-service multicultural
education programs.
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