Browsing by Subject "Multicultural education--Texas"
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Item Re-visioning multicultural competencies for Texas art teachers(2007-08) Kraehe, Amelia McCauley, 1977-; Bolin, Paul Erik, 1954-After two decades, the state of Texas has recently revised its art teacher education standards and the related certification test instrument for all-level licensure of beginning art teachers. Because of the cultural and linguistic diversity that characterizes the state’s student population, the updated standards for teacher licensure have great import for the future of K-12 art education and the preparation of the next generation of art teachers. As an educational reform movement intended to bring about equity in schooling and, ultimately, societal change, multicultural education is relevant for the preparedness of beginning art teachers. Using a mixed-method research design, this study compared the multicultural content of the original and revised art certification examinations of beginning art teacher competence. The results indicated minimal inclusion of multicultural knowledge and skills in favor of a traditional, Euro-centric curriculum focused on studio production and formalism. Implications for art educators in Texas and elsewhere were presented as well as areas for additional research.Item Sociocultural dimensions of white principal leadership in multicultural elementary schools(2004-05) Hickman, Margaret Jeanne, 1967-; Garcia, Shernaz B.Through their personal and professional beliefs, knowledge, and leadership actions, school principals create a school environment and organization that indirectly––yet conclusively––facilitates or impedes successful student achievement (Goddard, Sweetland, & Hoy, 2000; Sergiovanni & Starratt, 1998). Current sociocultural differences between administrators and students, as well as the climate of academic accountability for all student groups, underscore the importance of understanding the interplay of these dimensions of school leadership. The goals of this qualitative investigation were to explore these dimensions for White principals of high-performing, culturally and linguistically diverse (CLD) schools. The research questions focused on (a) the principals’ personal and professional experiences, beliefs, and knowledge, with regard to bilingual and special education and working with diverse communities; and (b) the ways in which principals’ knowledge and beliefs were reflected in their leadership with regard to CLD students in general and special education. Three White principals in Texas elementary schools, rated as “Recognized” or “Exemplary” in the state’s accountability system, were the primary participants in this multiple case study. Using Naturalistic Inquiry as the research design, data were generated through interviews with the three primary and 21 secondary participants, document analysis, and participant observation over the 2002-2003 academic year (Lincoln & Guba, 1985). The findings revealed that participating principals promoted and supported students’ learning through a vision of shared responsibility for all students. Their instructional leadership encompassed beliefs about success for all students, high expectations for learning, a focus on academics, curricular/pedagogical knowledge, and actions to advance instructional and learning excellence. Decisions concerning bilingual special education students at their schools were influenced by their orientations to cultural diversity, which, in turn reflected prior sociocultural experiences, cultural/linguistic knowledge, and other external factors. The results of this study suggest that principals’ individual experiences, beliefs, knowledge and actions related to differences in language, culture, and ability in educational environments are highly influential in their development of school policies and practices focused on meeting the needs of all students. The interplay of these factors must be addressed in principal preparation, to ensure a campus environment that supports positive educational outcomes for all students.