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dc.contributor.advisorUkpokodu, Omiunota Nellyeng
dc.contributor.authorPerkins, Rotha M.eng
dc.date.issued2012-06-22eng
dc.date.submitted2012 Springeng
dc.descriptionTitle from PDF of title page, viewed on June 22, 2012eng
dc.descriptionDissertation advisor: Omiunota Ukpokodueng
dc.descriptionVitaeng
dc.descriptionIncludes bibliographic references (p. 133-155)eng
dc.descriptionThesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2012eng
dc.description.abstractMoule (2005) suggest diverse students suffer isolation, invisibility and inappropriate labeling in many educational institutions. This mixed-methods study explores the multicultural awareness, knowledge, skills, and attitudes of prospective teachers. The research questions are: (1) what are the multicultural awareness, knowledge, skills and attitudes of prospective teachers during their final year of course work in a teacher education program (2) what are the attitudes and beliefs of prospective teachers about Multicultural Education and (3) how are prospective teachers prepared to teach diverse student populations in their teacher education programs? The mixed-methods inquiry used a survey and interviews to ascertain the multicultural awareness, knowledge, skills and attitudes and beliefs of prospective teachers as related to Multicultural Education. This inquiry consisted of 36 survey respondents and three interviews of prospective teachers who provided “rich descriptions” of their multicultural awareness, knowledge, skills and attitudes. The sampling population consisted of (n=604) eligible participants from the three universities teacher preparation programs who were in their final year of course work. Prospective teachers in their final year of course work had completed all coursework and teaching practicum or had completed all course work but not teaching practicum for the 2010-2011 academic school year. Results from the survey indicated that prospective teachers feel that they are being prepared to teach diverse student populations, however when face-to- face interivews were conducted, the researcher found that the prospective teachers did not feel as confident in their preparation to teach diverse student populations as opposed to what was affirmed in the survey. This would suggest more opportunities are needed for prospective teachers to gain awareness, knowledge, and skills in Multiculture Education in a practical sense.eng
dc.description.tableofcontentsIntroduction -- Literature review -- Methodology -- Findings -- Discussions and recommendations -- Appendix A. SSIRB approval for the study -- Appendix B. MAKSS Form-T -- Appendix C. Interview protocoleng
dc.format.extentxv, 157 pageseng
dc.identifier.urihttp://hdl.handle.net/10355/14730eng
dc.publisherUniversity of Missouri--Kansas Cityeng
dc.subject.lcshMulticultural educationeng
dc.subject.lcshTeachers -- Training ofeng
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educationeng
dc.titleThe multicultural awareness, knowledge, skills and attitudes of prospective teachers: a quantitative and heuristic phenomenological studyeng
dc.typeThesiseng
thesis.degree.disciplineCurriculum and Instruction and Urban Leadership and Policy Studies in Education (UMKC)eng
thesis.degree.grantorUniversity of Missouri--Kansas Cityeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh.D.eng


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