Hualien Elementary Teachers'''' Belief of the Issues-Centered Approach and Multicultural Issues

• Main Authors: Ya-mei Shih, 石雅玫
• Other Authors: Meihui Liu
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/19188167348731129909

碩士 === 國立花蓮師範學院 === 多元文化研究所 === 88 === Hualien Elementary Teacher’s Belief of the Issues-Centered Approach and Multicultural Issues Abstract The purposes of this study were to investigate the most important and suitable multicultural issues for elementary students, and to understand if teachers’ background variables will influence their belief of the issues-centered approach. The multicultural issues included race, gender, and class dimension. The background variables included gender, race, educational background, political affiliation, teaching experience, position, taking multicultural course, students’ race, school area, school size and class size. Five hundred and fifty-eight elementary teachers in Hualien were invited to response the self-made attitude scale. This study conducted survey to investigate multicultural issues and understand teacher’s belief of issue-centered approach. The methods of frequency, percentage, t-test, one-way ANOVA, χ2 test, and stepwise multiple regression were applied to analyze the data. The following findings were emerged from this study: First, teachers indicated that the most important multicultural issue was “the high rate of dropping out of school vs. compulsory education”. The most suitable multicultural issue for teaching was “the poor status vs. educational opportunity”. Most teachers believed the 5th and 6th grade students were more appropriate for issues-centered approach than the lower graders. Second, the average score in teachers’ belief of the issues-centered approach scale was 3.88. There was a significant difference between/among five dependent variables concerning teacher’s background. These dependent variables were gender, race, education background, students’ race, and class size. Third, educational background and class size totally contributed 4.2% of the variability in predicting teacher’s belief of the issues-centered approach. Based on the above findings, the researcher provided several suggestions for the implementation of the issues-centered approach in multicultural education for elementary schools and teachers programs. Keywords: multicultural education, issues-centered approach, teachers’ belief