Investigation of the amount of attention to multicultural education approach in the education department of North Khorasan
Abstract
This research is aimed at investigating the amount of attention to multicultural education approach in education department of North Khorasan. In terms of purpose, this research is an applied one and in terms of method, this is a descriptive-survey research. The research population includes all the second-grade teachers of girls’ elementary schools in Bojnord city who are 100 people. In this research, total count sampling method had been used. So, all the 100 people of the population were selected. For collecting data, two methods of library and field data collection have been used. Data collection tool was a researcher-made questionnaire. Validity of the variables was evaluated as 0/86 by Cronbach’s alpha coefficient. Content validity of the questionnaire was confirmed by the experts. In order to statistically analyze the data, factor analysis method using SPSS 19 software and structural model method using LISREL 8/8 software were employed. The results should that regarding the output of LISREL software and the obtained value of path coefficient, the component of the teacher with the path coefficient of 0/69 from the structural dimension and the component of the goals with the factor loading of 0/43 from the content dimension have the highest effect among the components recognized as being effective on multicultural education, and the other components are at the lower degrees.
Downloads
Metrics
References
Banx, Juan Manuel, (1986). Do the initial and the continuous teachers’ professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow’s education? Journal of Eductional Change Vol.8, No.2 June, Springer Netherlands.
Emam Jomeh, Seyyed Mohammadreza (2006), reviewing thoughtful teaching approaches, proposing a theoretical framework for thoughtful teacher training curriculum and comparing it with the teacher training curriculum approach in Iran, master’s thesis, Tarbiat Modares Univerisyt.
Gimenez, W. (1999). The quality school: Managing students without coercion. New York: Harper & Row.
Hafeznia, Mohammad Javad (2014), the effect of globalization on national identity (case study: students of public universities of Tehran, research journal of Tehran University, fourteenth volume, no. 2, pp. 131-156.
Kalhor, Lotfali (2010), investigation and analysis of general teaching abilities in curriculum of two-year teacher training course in Iran, master’s thesis, Tarbiat Modares University.
Khosravi, Yahya; Marzoughi, Rahmatollah (2008), comparative study of the aspects of meta-cognitive awareness of middle school students.
Majdfar, Morteza (2002), educating and training thoughtful teachers (a look at new perspectives to the teachers’ role), Roshd journal for teachers, no. 167.
Mehrmohammadi, Mahmoud (2015), reflection on teaching-learning process and teacher training, first edition, Tehran: Madreseh publication.
Miller,M.(2003).Recommendations for teacher educators and professional developers. In M. Mohr, C. Rogers, B. Stanford, M. A. Nocerino, M. MacLean, & S.Clawson (Eds.), Teacher research for better schools. 96-106. New York: Teachers College Press.
Raouf, Ali (2013), teacher training and practice, second edition, Tehran, Fatemi publications.
Resnik, L.S. (2009). Cooperative schools for student teachers, Progressive education, 8, PP. 5-251.
Sadeghi, Aliakbar (2011), epistemological bases of constructivism, and teaching-learning implications, Ph.D. thesis, Tehran, Tarbiat Modares University, faculty of humanities.
Sajadi, Reza, et al. (134). Action research: a strategy for improving education and teaching. Theory principles and action framework, Tehran, education research institute.
Schön, D. (2011). The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
Smith, R. (2003). Reflections on reflection: a critical appraisal of reflective practice in L1 teacher education. System 35. 192-207.
Tavasoli, Hashem (2002), educational designing from the perspective of behaviorism, cognitivism, and constructivism approaches. Humanities scientific-research quarterly journal of Al-Zahra University. Seventh and eighth year, no. 24-25, 2011, pp. 102-120.
