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Louis Harrison, Russell L. Carson and Joe Burden

The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.

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Shan-Hui (Tiffany) Hsu and Rose Chepyator-Thomson

The purpose of the study focused on how textbook authors in secondary school physical education used multicultural education concepts, using Banks’ (2006a) dimensions and Sleeter and Grant’s (1999) approaches. Data collection methods included examination of textbooks’ chapters, indexes, and references in five textbooks. Constant comparison method was used in data analysis. The findings of the study follow: 1) Most textbook authors treated multicultural education as an additive concept in the curriculum section and emphasized issues of gender and disability, 2) all of the textbook authors adopted either Banks’ or Sleeter and Grant’s multicultural education approaches, (3) Harrison, Blakemore, and Buck addressed issues of gender, disability and ethnicity in content objectives, and 4) Metzler addressed issues of gender and disability with Banks’ content integration and equity-based pedagogy concepts. An implication concerns incorporation of multicultural education concepts in curriculum and pedagogy in preparation of preservice teachers in secondary school physical education.

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Jose A. Cecchini and Alejandro Carriedo

. , Oliveira , C. , & Judge , S. ( 2018 ). Error patterns in Portuguese students’ addition and subtraction calculation tasks: Implications for teaching . Journal for Multicultural Education, 12 ( 1 ), 67 – 82 . doi:10.1108/JME-01-2017-0002 10.1108/JME-01-2017-0002 World Health Organization (WHO

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Mara Simon and Laura Azzarito

Many scholars have illustrated how whiteness is deeply entrenched within the educational system in the United States ( Gillborn, 2006 ; Leonardo, 2009 ). Curricula, pedagogies, and teacher education often offer little more than token acknowledgments of the importance of multicultural education. This

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Shrehan Lynch and Matthew D. Curtner-Smith

.1177/1077800410383121 Ukpokodu , O. ( 2007 ). Preparing socially conscious teachers: A social justice-oriented teacher education . Multicultural Education, 15 ( 1 ), 8 . Ukpokodu , O. ( 2009 ). The practice of transformative pedagogy . Journal on Excellence in College Teaching, 20 ( 2 ), 43 – 67 . Walton

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Cathy McKay

has been for the past year. I highly recommend The Rebound: A Wheelchair Basketball Story to the readership of the Adapted Physical Activity Quarterly. References Banks , J.M. , & McGee-Banks , C.A. ( 2004 ). Multicultural education: Issues and perspectives ( 5th ed. ). New York, NY : John