Teaching strategies and adaptations of teachers in multiculturally diverse classrooms in Seventh-day Adventist K-8 schools in North America

The purpose of this study was to describe the experiences of Adventist teachers - their training, their use of instructional strategies, and the challenges they encounter when teaching students of different cultures. Banks' multicultural pradigms was the theoretical framework from which a survey was developed and sent to all K-8 Adventist teachers in the United States and Canada. Strategies relating to the self-concept development and ethnic additive paradigms were used most frequently by Adventist teachers whilee those associated with the language paradigm were used the least. Almost half of the teachers subscribed to the goal that "students are individuals with distinct personalities regardless of their background" while about 10% of the teachers considered the goals relating to "protection of diverse groups" the most important. Their strategy use was not related tot ehri most important goals (Nels) for multicultural education. Forty percent of the teachers had no training in multicultural education and the study recommends training so that Adventist teachers will have more effective strategies for relating to diverse students.

Availability:
For Sale
Publication Date:
2003
Authors:
Jimmy Kijai; Shirley Freed; Annabelle Lopez
Order Information:
Journal of Research on Christian Education, 12(1), 51-75. Full text available online.
Language:
English
Resource Type:
Archival Materials; Internet Resources
Resource Objective:
Development & Training
Level:
Kindergarten-Grade 8
Audience:
Teacher / Faculty, Researcher
Religious Origin:
Seventh-day Adventist