Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers. Metadata
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- Main Title Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.
Author: He, Su-ChuanCreator Type: Personal
Chair: Morrison, George S.Contributor Type: PersonalContributor Info: Major Professor
Committee Member: Yang, Philip Q.Contributor Type: PersonalContributor Info: Minor Professor
Committee Member: Lawhon, TommieContributor Type: Personal
Committee Member: Hagen, CarolContributor Type: Personal
Committee Member: Kinnison, Lloyd R.Contributor Type: Personal
Name: University of North TexasPlace of Publication: Denton, Texas
- Creation: 2009-05
- Digitized: 2009-09-14
- Content Description: This study examines 797 Taiwanese pre-service early childhood teachers' diversity beliefs using the Personal and Professional Beliefs about Diversity Scales (PPBD). The purposes of this study are to: (a) validate the diversity belief's instrument, (b) investigate the relationship between diversity beliefs in both personal and professional contexts, (c) examine the group differences in diversity beliefs between pre-service teachers based on their demographic background, school characteristics, and cross-cultural experiences, (d) explore the influential determinants of diversity beliefs in the personal and professional contexts, and (f) identify the types of training early childhood pre-service teachers need regarding multicultural education in early childhood. The results indicate that (a) the professional context of PPBD is not robust to use in population outside the U.S. and needed to modify by adding more items based on current diversity literature and the cultural context in Taiwan, (b) school characteristics are the major contributors that foster pre-service teachers' diversity beliefs in both contexts, (c) school location is the most influential factor for the dependent variable of personal beliefs while experience of studying in another city and students' major become the salient factors for the professional beliefs about diversity, (d) the type of educational philosophy is contributing factor of predicting diversity beliefs in both personal and professional contexts. It echoes the multicultural education approaches advocated by Sleeter and Grant (2003), which say that the most important component of multicultural education involves an entire school and touches all areas including students, teachers, staff, and administrators.
- Keyword: preservice early childhood teachers
- Keyword: Beliefs
- Keyword: diversity
- Library of Congress Subject Headings: Student teachers -- Taiwan.
- Library of Congress Subject Headings: Early childhood teachers -- Taiwan.
- Library of Congress Subject Headings: Multicultural education -- Taiwan.
Name: UNT Theses and DissertationsCode: UNTETD
Name: UNT LibrariesCode: UNT
- Rights Access: public
- Rights License: copyright
- Rights Holder: He, Su-Chuan
- Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.
- Thesis or Dissertation
- OCLC: 449235817
- UNT Catalog No.: b3795450
- Archival Resource Key: ark:/67531/metadc9847
- Degree Name: Doctor of Education
- Degree Level: Doctoral
- Degree Discipline: Early Childhood Education
- Academic Department: Department of Teacher Education and Administration
- Degree Grantor: University of North Texas