| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 99 === The study aims to investigate the multicultural literacy proficiency possessed by
teachers in the After School Program when teaching students in inferior circumstances.
In regards to the researching method, the researcher obtains two types of cases and
observes the on-site teaching in those classrooms chosen by the After School Program.
The researcher collects the information from interviewing the teachers and from
observing the on-site teaching situation. This helps the researcher understand the
relation between the teachers’ multicultural literacy proficiency and the impact on the
students.
The study attempts to investigate the impact on those students in inferior
circumstances in terms of low sense of achievement in learning, interaction between
teachers and students, and the on-site teaching situation controlled by the teachers.
The study has identified several factors to influence students’ learning. One factor is
the teaching philosophy inset in the teaching materials that all students are treated
equally. Another factor is that most of the assessment remains traditional forms, such
as written examinations. The two factors along with others are major causes to
influence students’ learning.
In the end, some advices are drawn by the researcher. The officials should be
aware of the factors which influence the learning effectiveness of those students in
inferior circumstances. Those factors include social structure, main cultural trends and
teaching materials, wording and languages and so on. The government should also
invest more money to help teachers enhance their multicultural literacy proficiency in
order to advance teaching effectiveness. Furthermore, the government officials should
increase researching time and bring in more researchers with heter-cultural point of
views. Those steps could strengthen the cultural sensitivity for the researchers and
present more possible researching features.
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