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Assessing Intercultural Competence and Exploring Practices of Multicultural Literature Among Elementary Language Arts Teachers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Assessing Intercultural Competence and Exploring Practices of Multicultural Literature Among Elementary Language Arts Teachers./
作者:	Chang, Shu-Ching.
面頁冊數:	1 online resource (329 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438093669

Assessing Intercultural Competence and Exploring Practices of Multicultural Literature Among Elementary Language Arts Teachers.
Chang, Shu-Ching.

Assessing Intercultural Competence and Exploring Practices of Multicultural Literature Among Elementary Language Arts Teachers. - 1 online resource (329 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2018.

Includes bibliographical references

The purpose of this research is to develop understanding of elementary language arts teachers' practices of multicultural literature in relation to their intercultural competence. To investigate this specific topic of interest, a two-phase design was employed. The Intercultural Development Inventory (IDI) was used for the initial phase of the study to identify and purposefully select participants for an in-depth, follow-up qualitative study. In the first phase study, 31 elementary language arts teachers (ELATs) completed the IDI online which provided a profile that separated the ELATs into two groups; those who were high on the IDI scores (ethnorelative orientations) and those who were low on the IDI scores (ethnocentric orientations). The two-grouped IDI profile offered a sample of ELATs for the purposeful participant selection in second phase qualitative study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438093669Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Assessing Intercultural Competence and Exploring Practices of Multicultural Literature Among Elementary Language Arts Teachers.
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504 $a Includes bibliographical references
520 $a The purpose of this research is to develop understanding of elementary language arts teachers' practices of multicultural literature in relation to their intercultural competence. To investigate this specific topic of interest, a two-phase design was employed. The Intercultural Development Inventory (IDI) was used for the initial phase of the study to identify and purposefully select participants for an in-depth, follow-up qualitative study. In the first phase study, 31 elementary language arts teachers (ELATs) completed the IDI online which provided a profile that separated the ELATs into two groups; those who were high on the IDI scores (ethnorelative orientations) and those who were low on the IDI scores (ethnocentric orientations). The two-grouped IDI profile offered a sample of ELATs for the purposeful participant selection in second phase qualitative study.
520 $a Three ELATs in ethnocentric orientations and three ELATs in ethnorelative orientations were invited for the second phase qualitative study. The qualitative inquiry was to investigate ELATs' practices of multicultural literature in relation to their intercultural competence. The qualitative findings connected with the IDI results provide readers a picture of similarities and/or differences between two groups of ELATs' use of multicultural literature in relation to their intercultural developmental stages. The findings reflected three themes (ELATs' prior knowledge; instructional strategies; dispositions) and seven subcategories (multicultural literature experience; cross-cultural experience; selecting materials and activities; questioning types and strategies; advancing students' intercultural understanding and reflection on teaching; open-mindedness; willingness to redesign and create integrated curriculum).
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