Multicultural Teaching Concerns: New Dimensions in the Area of Teacher Concerns Research?

Marshall, Patricia

doi:10.1080/00220671.1996.9941341

Cited by 38 publications

(45 citation statements)

References 12 publications

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“…The Multicultural Teaching Concerns Survey (MTCS) was used to measure the level of multicultural teaching concern as expressed by the pre-service teachers (Marshall, 1996a). Marshall (1996b) developed the MTCS, with modifications and further developments to Locke's (1988) multicultural awareness model and Fuller and Brown's (1975) (Marshall, 1996b).…”

Section: Methods/proceduresmentioning

confidence: 99%

“…rural and White) it does not imply that their classroom will mirror a similar culture . Therefore, it is imperative that a teacher gain an understanding for cultural awareness and be able to develop youth competency in diversity; but they must first have a concern for doing so (Marshall, 1996a). The purpose of this study was to see if pre-service agricultural education students at the University of Missouri were concerned for the diverse culture of their classroom, as compared to their other preservice teaching colleagues.…”

Section: Conclusion/implications/recommendationsmentioning

confidence: 99%

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Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

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Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

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Section: Methods/proceduresmentioning

confidence: 99%

Section: Conclusion/implications/recommendationsmentioning

confidence: 99%

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

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show abstract

“…For instance, Marshall (1996) examined the nature of concerns related to teaching culturally different students and if these concerns reveal any unique features to inform the practice of multicultural teacher education. She surveyed both students and experienced practicum teachers.…”

Section: Research On Intercultural Competence and Higher Education Famentioning

confidence: 99%

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

Bunk¹

2000

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Increasing diversity among community college students and the rising demand for a culturally competent workforce necessitate community college faculty across all disciplines to adjust their pedagogical choices to effectively serve diverse students while preparing all students for the new global era. The purpose of this narrative study was to explore what culturally competent pedagogies effective community college instructors use and reasons behind their choices. The study was conducted at a large community college in the Pacific Northwest. Data was collected through in-depth interviews with ten instructors teaching in different disciplines. In addition, the Intercultural Development Inventory (IDI) was used to measure participants' intercultural competency. The findings revealed that the participants were cognizant of the growing diversity in their classes and made a number of pedagogical choices to accommodate their students' needs. The findings also revealed that the participants' teaching in the Humanities and the Adult Basic Skills departments had more latitude in engaging diversity and choosing materials to fit the needs of their students compared to science and vocational field instructors. iii Acknowledgements

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“…McKinney, Sexton and Meyerson (1999) used the SoC to show in order for an educational reform to be successful, teachers must move through a sequence of concerns that aligns with Fuller's hierarchy of concerns. The TCC and SoC instruments have been used in studies to examine concerns in areas such as multicultural education, program development involving educational technology, and programs integrating students with disabilities into the general population (Lienert, Sherrill, & Myers, 2001;Marshall, 1996;Newhouse, 2001). These instruments have been used to find the levels and progression of concerns in education programs and mathematics curriculum reform (Charalambous & Philippou, 2003;Charalambous & Philippou, 2010;Tunks & Weller, 2009).…”

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

Harris¹,

Diane²

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Harris, Twyla Diane 1959-, "The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating preservice teacher concerns." (2015). Hamman, & Olivarez, 2007; Gold, 1985). A strategy for addressing attrition is to reduce self-preservation concerns in pre-service education programs.This study used a mixed-methods quasi-experimental research design to examine two STEM teacher education programs, with the long-term goal of improving STEM teacher retention. The first, "SkyTeach", incorporated instructional experiences and an assortment of mentoring models prior to student teaching. The second program utilized primarily observational field experiences and academic advisors preceding student teaching. This study investigated how engaged field experiences and multi-faceted mentoring impacted pre-service teacher concerns.Concerns measured included self-preservation, task-related, and impact concerns.Quantitative results showed no significant differences between Traditional and SKyTeach vi pre-service teachers (PST) on any concern before student teaching. Both programs possessed moderate levels of individual concerns. A qualitative investigation into self-preservation concerns revealed that Traditional PSTs recorded mainly content concerns; whereas SKyTeach PSTs primarily noted respect concerns before student teaching. Qualitative findings denoted a shift in Traditional PSTs' concerns from content to respect concerns, whereas SKyTeach self-preservation concerns essentially disappeared by end of student teaching.Impacts of mentoring and field experiences on self-preservation concerns were investigated. Before student teaching, Traditional PSTs experienced primarily observational experiences; whereas, SKyTeach PSTs had instructional practice experiences. Those PSTs with more instructional practices concluded that they were not intimidated by the upcoming teaching experience. Traditional PSTs identified academic advisors as mentors and SKyTeach identified a variety of mentors prior to student teaching. During student teaching, both programs stated their primary mentors were their cooperating teachers and university supervisors. SKyTeach PSTs also relied on SKyTeach Master Teachers as a secondary source of counsel. This evidence indicated that the presence of a trained mentor reduced self-preservation concerns.This study found having a mentor who provided a triad of support coupled with the focused observational and instructional field experiences helped reduce self-preservation concerns among PSTs before student teaching.

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Multicultural Teaching Concerns: New Dimensions in the Area of Teacher Concerns Research?

Cited by 38 publications

References 12 publications

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

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