Measuring Sustained Effects of a Diversity Course on Classroom Teacher Beliefs: A Retrospective Pretest Study
The purpose of this study was to determine whether the significance of multicultural teaching practices was sustained and recognized by elementary teachers three years after completion of a graduate level diversity class. Participants consisted of 39 inservice elementary teachers from a Western state. The Personal and Professional Beliefs About Diversity Scales were administered in survey form. Utilizing retrospective pretest methodology, the pre- and posttest were administered simultaneously. Paired sample t-tests comparing means on retrospective pretest with means on the posttest revealed statistically significant differences in both personal and professional scales. The methodology used in this study may assist in indicating the sustained impact of multicultural education courses.
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Review of the Literature
Personal and Professional Beliefs About Diversity Scales
1=SD=Strongly Disagree 2=D=Disagree 2=D=Disagree 3=U=Undecided 4=A=Agree 3=U=Undecided 4=A=Agree 5=SA=Strongly 4=A=Agree 5=SA=Strongly Agree African American Answer Armento attitudes backgrounds Banks Beliefs About Diversity Bennett Bogardus Social Distance Cochran-Smith Comments critical pedagogy curriculum unit day of class Disagree 2=D=Disagree 3=U=Undecided discussions diverse classrooms diverse students diversity beliefs Diversity Scales diversity sensitivity Educational Research effects of multicultural ethnic European American Evaluation experiences facilitate Garmon Goodwin Grottkau Howard impact included inservice teachers intercultural sensitivity Journal knowledge LaMont Johnson Lawrence Eribaum Associates learning Likert scale literacy instruction Mahwah master’s measure multicultural education course multicultural interventions NCATE participants Personal and Professional Personal Beliefs Pettus & Allain Pohan & Aguilar posttest preservice teachers Professional Beliefs Professional scale racial reflection Research Question responses retrospective pretest methodology schools scored statistically self-report social class Social Distance Scale standards-based studies survey teacher candidates teacher education Teachers College Press Terborg validity WebCT