Following procedures described by Creswell (2003) for sequential transformative mixed methods research, the data were analyzed, using both quantitative and qualitative measures. The Personal Beliefs about Diversity Scale and the Professional Beliefs about Diversity Scale were used to measure preservice teachers' beliefs about multiculturalism and a range of diversity issues (Pohan a Aguilar, 2001). Descriptive statistics, including means, standard deviations, and percentages, were then analyzed to determine these preservice teachers' multicultural perspectives. The multicultural framework proposed by Sleeter and Grant (2003) was used to analyze the responses to the qualitative data.You know, a great example of this would be technology being used as a tool to learn about diversity and other cultures. I mean, well ... Then each student should use the computer to make a PowerPoint presentation on their assigned subject.
|Title||:||Transforming Teacher Education to Support Multicultural Technology Pedagogy: An Assessment of Preservice Teachers' Beliefs about Multiculturalism and Diversity|
|Author||:||Audrey Denise Bowser|
|Publisher||:||ProQuest - 2008|