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Examination of principals' perceptions of multicultural education and its integration into school curriculum.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examination of principals' perceptions of multicultural education and its integration into school curriculum./
Author:	Ivezaj, Frano Lek.
Description:	1 online resource (184 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 58-10, Section: A.
Contained By:	Dissertations Abstracts International58-10A.
Subject:	Curricula. -
Online resource:	click for full text (PQDT)
ISBN:	9780591237948

Examination of principals' perceptions of multicultural education and its integration into school curriculum.
Ivezaj, Frano Lek.

Examination of principals' perceptions of multicultural education and its integration into school curriculum. - 1 online resource (184 pages)

Source: Dissertations Abstracts International, Volume: 58-10, Section: A.

Thesis (Ed.D.)--Wayne State University, 1996.

Includes bibliographical references

The purpose of this study was to examine the perceptions of principals in three counties on multicultural education, and the types of programs and practices they have in their schools. The principals were drawn from urban, suburban, and rural areas and were representative of principals at the elementary, middle/junior high school, and high school levels. A total of 185 principals participated in the study. The survey used for this study was patterned after the one developed by Washburn (1995), who studied multicultural education in large school districts in the United States. The survey was expanded and made specific to the school code laws in Michigan. Statistical analysis was used to answer five research questions. Findings showed that principals were in agreement on their perceptions of multicultural education when compared by building level and location of the school. Their schools were above the neutral point indicating a positive perception regarding multicultural education. There were some differences in programs by the level of the school, with most of the differences limited to those that would be building level specific. Elementary schools had more programs that focused on a whole building concept, while language classes, such as Spanish, were generally more likely to be offered at the high school level. Limited differences were found when the same programs were examined by the location of the school. A major difference was found for handicap accessibility to school buildings, with urban schools having the least number of principals reporting this practice. When the same programs and practices were compared relative to the presence of a written school board policy on multicultural education, schools with this type of policy were more likely to provide multicultural education than those without a written board policy. The major conclusion obtained from this study was that multicultural education was being provided in most of the schools, but levels and types varied among the schools. Further research is needed to determine the effect of multicultural education on student outcomes and development of an awareness and appreciation of the input of all cultures into the society of the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780591237948Subjects--Topical Terms:

1465610
Curricula.
Index Terms--Genre/Form:

554714
Electronic books.

Examination of principals' perceptions of multicultural education and its integration into school curriculum.
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100 1 $a Ivezaj, Frano Lek. $3 1470253
245 1 0 $a Examination of principals' perceptions of multicultural education and its integration into school curriculum.
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300 $a 1 online resource (184 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 58-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Martinez, Rudolfo.
502 $a Thesis (Ed.D.)--Wayne State University, 1996.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine the perceptions of principals in three counties on multicultural education, and the types of programs and practices they have in their schools. The principals were drawn from urban, suburban, and rural areas and were representative of principals at the elementary, middle/junior high school, and high school levels. A total of 185 principals participated in the study. The survey used for this study was patterned after the one developed by Washburn (1995), who studied multicultural education in large school districts in the United States. The survey was expanded and made specific to the school code laws in Michigan. Statistical analysis was used to answer five research questions. Findings showed that principals were in agreement on their perceptions of multicultural education when compared by building level and location of the school. Their schools were above the neutral point indicating a positive perception regarding multicultural education. There were some differences in programs by the level of the school, with most of the differences limited to those that would be building level specific. Elementary schools had more programs that focused on a whole building concept, while language classes, such as Spanish, were generally more likely to be offered at the high school level. Limited differences were found when the same programs were examined by the location of the school. A major difference was found for handicap accessibility to school buildings, with urban schools having the least number of principals reporting this practice. When the same programs and practices were compared relative to the presence of a written school board policy on multicultural education, schools with this type of policy were more likely to provide multicultural education than those without a written board policy. The major conclusion obtained from this study was that multicultural education was being provided in most of the schools, but levels and types varied among the schools. Further research is needed to determine the effect of multicultural education on student outcomes and development of an awareness and appreciation of the input of all cultures into the society of the United States.
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