Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Follow up studies will be necessary in order to determine the future efficacy of the theory proposed.
Results
The researcher suggests that the results of the study will reveal the critical factors that are likely to impact student's success in the classroom with regard to multicultural education. From the results of the fieldwork the researcher proposes that several factors will need to be adopted by faculty and staff in order to improve student outcome in the classroom.
References
Banks, J.A. (2001). Cultural diversity and education: Foundations, curriculum and teaching. Boston: Allyn & Bacon.
Banks, JA, & Banks, C.A.M. (1995). Handbook of research on multicultural education.
New York: Macmillan.
Benz, C.R. & Newman, I. (1998). Qualitative-quantitative research methodology:
Exploring the interactive continuum. Carbondale: Southern Illinois University Press, p. 9.
Capella-Santana, N. (2003). "Voices of teacher candidates: Positive changes in multicultural attitudes and knowledge." The Journal of Educational Research, 96(3):182
Delpit, L.D. (1995). Other people's children: Cultural...
New York: New York Press.
Ford, D.Y. & Trotman, F. (2001). "Teachers of gifted students: Suggested multicultural characteristics and competencies." Roeper Review, 23(4): 235.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, Teachers College Press.
Howard, T. (1999). Effective teachers of African-American students: A cause study of four teachers. Columbus, OH: The Ohio State University.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers for African-
American children. San Francisco: Jossey-Bass.
Slavin, R. & Oickle, E. (1981 - Apr). "Effects of cooperative learning teams on student achievement and race relations.: Sacramento: State of California Department of Education, Educational Demographics Unit. From: Vaughan, W. "Effects of cooperative learning on achievement and attitude among students of color." Journal of Educational Research, 95:2002.
Vaughan, W. (2002). "Effects of cooperative learning on achievement and attitude among students of color" the Journal of Educational Research, 95(6): 359
Faculty/Student Achievement
References
Banks, J.A. (2001). Cultural diversity and education: Foundations, curriculum and teaching. Boston: Allyn & Bacon.
Banks, JA, & Banks, C.A.M. (1995). Handbook of research on multicultural education.
New York: Macmillan.
Benz, C.R. & Newman, I. (1998). Qualitative-quantitative research methodology:
The achievement gap also may ultimately negatively affect the U.S. As it may cause the nation to become less competitive in the increasingly global communities (What is the…, 2009). In addition, research indicates that the achievement gap contributes to students who more likely grow up to be unemployed, incarcerated, and poor. Consequently, a quality education proves critical for Black children (Elder, ¶ 3). Causes Contributing to Achievement Gap Causes contributing to
And when the parent comes to an event held in the classroom, it makes good sense to have interpreters available, and "invite the extended family," which of course is a very welcoming act of kindness and good judgment. The other parent in this list of "types" is the "Busy Parent," who is a person with a work schedule that is hard to get a hold of, or plan meetings
That responsibility is of the school -- to ensure that the adult citizens so needed by contemporary society are produced by the school system -- those individuals being responsible for their views and able to analyze and synergize information so they may "vote intelligently." For Dewey, the central tendency of individuals was to act appropriately to perpetuate the "good and just" society (Tozer, 2008). This of course set the stage
Staff Development and Student Performance Staff Development: An Overview State Standards for Staff Development Progressive Trends in Staff Development Recommended Guidelines for Successful Implementation Georgia's Example It stands to reason that proficient teachers are poised to make a positive contribution to the learning environment. The more educated, prepared and confident a teacher can be when entering the classroom, the more the students too can benefit. The National Commission on Teaching and America's Future issued a
Education The Affects of Block Scheduling on Student Academic Achievement The overall strategy of utilizing block scheduling is to organize the day into fewer, but longer, class periods to allow flexibility for instructional activities. Block scheduling is used primarily at middle school and high school levels. Currently, block scheduling is defined as a restructuring of the school day into classes longer than the traditional fifty-minute period classes (Adams & Salvaterra, 1997; Georgia
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business