Running head: FOSTERING MULTICULTURAL APPRECIATION IN LEARNERS THROUGH MULTICULTURAL TRANSFORMATION IMPROVES THEIR ACADEMIC ACHIEVEMENT 1 Fostering Multicultural Appreciation in learners through multicultural transformation improves their academic achievement By Elsy Rodríguez An action Research submitted to the classroom/action research evaluation in partial fulfillment of the requirements for the degree of Master in Education (Specialization in Guidance and Counseling) (EDUC 617)
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Running head: FOSTERING MULTICULTURAL APPRECIATION IN LEARNERS THROUGH MULTICULTURAL TRANSFORMATION IMPROVES THEIR ACADEMIC ACHIEVEMENT 1
Fostering Multicultural Appreciation in learners through multicultural transformation improves their academic achievement
ByElsy Rodríguez
An action Research submitted to the classroom/action research evaluation in partial fulfillment of
the requirements for the degree of Master in Education
(Specialization in Guidance and Counseling)
(EDUC 617)
Ana G. Méndez University SystemDecember 2011
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Approval Page
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Abstract
Fostering Multicultural Appreciation in learners through multicultural transformation
improves their academic achievement abstract. Rodríguez, Elsy, 2011; Action Research project,
Ana G. Méndez University System.
The purpose of this action research project is to discover and evaluate factors influent in
the multicultural transformation in order to improve the process to those learners to fulfill their
academic achievement. Due to significant demographic transformation is on the horizon the our
nation; consequently teachers must prepare themselves and their students for the ever changing
with diverse races. A key element of effective multiculturalism in schools is anti-racist attitude
development through intellectual understanding. Multicultural programs must be provided to
schools to assist in ensuring that all students and staff can learn and work in an environment
characterized by positive attitudes an intercultural understanding.
Research Question was:
What are some aspects that may increase the learner’s academic achievement during the
multicultural transition?
The methodology that will be use it’s a combination between qualitative and quantitative
approaches. A semi-structured questionnaire with Likert-scale format will be run to collect the
awareness in learners. The surrounding for the research is a select learner’s on a private
education institution at Coral Springs, Broward County with an open age’s population. They will
answer a survey instrument. The researcher will execute a statistical analysis. The result will be
communicated.
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Table of Content
Page
Tile Page…………………………………………………………………………..…...…………1
Approval Page……………………………………………………………………….……………2
Abstract…………………………………………………………………………………………..3
Table of Contents...........................................................................................................................4
In the study observed, teachers understood that they may help to multicultural students
with another perspective, which could lead to reducing in the acting out of prejudice in
elementary schools. The schools are microcosm of society, this way we may see, racism,
discrimination and bias would be observed if it was effectively answered by teachers, acceptance
of self and others. Teachers accepted that is necessary the integration home-school. Banks noted
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that “with content integration, individuals from diverse backgrounds could be included in the
academic material presented in the classroom”. Teachers and staff could focus on the diversity
and help learners according with their cultural diversity.
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Table 1
Represents Teachers participants’ ages
Frequency Percent
Valid 26-35 2 15.4
36-45 5 38.5
46-55 2 15.4
56-65 1 7.7
Total 10 76.9
Missing System 3 23.1
Total 13 100.0
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Table 2
Represents Teachers participants’ gender
Frequency Percent
Valid 3 23.1
Female 8 61.5
Male 2 15.4
Total 13 100.0
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Table 3
Which grade are teachers currently teaching?
Frequency Percent
Valid 1rs. grade 2 15.4
2nd. grade 3 23.1
3rd. grade 2 15.4
4th. grade 1 7.7
5th. grade 2 15.4
Total 10 76.9
Missing System 3 23.1
Total 13 100.0
Table 4
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Represents – Years of experience in teaching
Frequency Percent
Valid 1-3 2 15.4
3-5 3 23.1
6+ 5 38.5
Total 10 76.9
Missing System 3 23.1
13 100.0
Table 5
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Represents if teachers are familiars with their student’s multicultural background
Frequency Percent
Valid Agree 7 53.8
Strongly Agree 3 23.1
Total 10 76.9
Missing System 3 23.1
Total 13 100.0
Table 6
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Training teachers enhance students’ academic achievement
Frequency Percent
Valid Disagree 1 7.7
Agree 5 38.5
Strongly Agree 4 30.8
Total 10 76.9
Missing System 3 23.1
Total 13 100.0
Table 7
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Multicultural students usually have difficulties adjusting to school
Frequency Percent
Valid Disagree 4 30.8
Neutral 3 23.1
Agree 2 15.4
Strongly Agree 1 7.7
Total 10 76.9
Missing System 3 23.1
Total 13 100.0
Table 8
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Intervention focused on helping students
Frequency Percent
Valid Agree 7 53.8
Strongly Agree 3 23.1
Total 10 76.9
Missing System 3 23.1
Total 13 100.0
Table 9
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Teachers are pleased with parents’ involvement as supporters
Frequency Percent
Valid Disagree 1 7.7
Neutral 1 7.7
Agree 5 38.5
Strongly Agree 3 23.1
Total 10 76.9
Missing System 3 23.1
Total 13 100.0
Table 10
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Do you believe teachers’ training improve students’ academic achievement?
Frequency Percent
Valid Yes 10 100.0
Missing System 3 23.1
Total 13 100.0
Chapter 5: Discussion
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The experience in the collection data was very interesting, because I could to know the
interest that some teachers have in working with the minority and help them to adopt a new style
of live, new friends and new neighborhood. For some people is not easy entering within new
cultures and languages. Therefore students from other countries need some aspects that help
them to increase achievement academic, because some of them start a new school, in middle or
high school, that’s way teachers have a great responsibility to encourage students to study hard
and helping them to participate in different activities; as plays, sport teams, bands, etc.
The principal of the school permitted realize a survey to 10 elementary school teachers,
who accepted manifesting interest in the points planted in the study. The principal’s experience,
sense of community, organizational skills may help to school members to change an adequate
way to solve problems related to students, who reported feeling as they did not fit in his school
or ambiance, because the school is not a safe place for them, when they have suffered
discrimination; it can bring devastating effects, such as, students skipping classes, not
participating in academic or extracurricular activities, or dropping out of school. According to
Pine & Hilliard (1990) (p. 593) “Schools, which ought to be a civilizing influence in our society,
seem instead to be incubators of racial tolerance”.
Teachers received information about the privacy and confidentiality in the participation
in the study. . Having a boss that recognizes the issues of the school and she should help to
improve replace new positives way that students receive a better opportunity to grasp into a new
society. In this way multicultural learning may explore the tapestry of perspective in the world,
reaching across boundaries of ability, nationality, race, religion, and sexual orientation other
social and cultural identities.
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Differences are commons in the classroom, but the awareness of social justice and
equality is emphasized and everyone must attend to others with respect and give opportunity to
everyone communicate and learn.
Assumption/ Implication of Findings
Faculty giving the importance and quality to their vocational profession, they answered
affirmatively to the evaluation, because they have observed the difficulties that multicultural
students present of perspective in the world, nationality, race, religion, etc. Their parents not
always have the better job, a lot of them are working two job for complete the familiar support
and cover the spending, and it might be observed by teachers in the classroom, when a student is
coming from a low class or necessity more attention from parents in his homework’s.
When I went to visit the school, at first time I fought some difficulties to talk with
school’s principal, because it is not easy to enter to do some task, observation, etc., first we need
to show the fingerprints, because it is requirement from scholar bureau of Florida. I treated some
days later and the principal left on Thanksgiving off days and the end I could take the
information from teachers when they reentered to class.
Conclusion
By evaluation the results received we can come to conclusion that teachers can modify
their teaching, in order to increase the academic achievement of students from the racial and
ethnic groups, that are experiencing massive failure in our schools, and consequently in society.
Modifying instruction to improve the academic achievement of multicultural learners, it will
benefit all students because underachievement exists within all segments of the school
population. Teachers may exhibit more expectation, being more interested in the multicultural
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students, offering to them acceptance and showing interest in to know more about their cultures,
beliefs, styles and languages.
Recommendation
In review of this evaluation I suggested, that we need more studies that consider factors
such as gender, social class and culture while examining literacy across diverse contexts. There
is necessary observe relationship between home and school. As well, we need to give deep
consideration on changes that we embrace. In family needs we cannot ignore their values and
desires in the new community for them. Teachers need to examine the ideologies that drive us
and critique our own quest to observe school transformed. There is a necessity for teachers to
understand literacy within their classrooms and appreciate the differences that may exist between
each one, home and school; it may permit interaction and it learns and helps to know the
diversity of communication and literacy forms and even the text types and instructional practices
used to read and write, as well as changing the nature of instructional activities and
implementing culturally responsive instruction.
School systems must know inappropriate conduct and prepare teachers have a
responsibility to understand and respond to the diversity of the families to the students they
teach, because it is community diversity and help the communication with learners. The findings
in this study we could appreciate teachers’ acceptation to improve on student’s advantages.
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Appendix A
Study Conceptual Framework
Study Conceptual Framework
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TOPICFostering Multicultural Appreciation in learners through multicultural transformation improves their academic achievement.
PROBLEMS (HYPOTHESES)
Teacher are disconnect from their responsibility of providing with the skills necessary to meet the intellectual, social, and personal needs of these diverse learners
TRENDS
The leadership in teacher training institutions has the responsibility of creating positive environments where multicultural initiatives can thrive. These transformative approaches will foster multicultural appreciation in learners and provide them with the competences necessary to effectively meet the challenges of the changing school demographics.
RESEARCH QUESTIONS
What are some aspects that may increase the learner´s academic achievement during the multicultural transition?
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Appendix B
Master Survey
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Appendixes CSurveys
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Apendixes D
Graphics
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