Linguistic foundations and cultural diversity for the teacher education program at Oregon State University : an instructional system Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/n009w5789

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  • Purpose of the Study The education of culturally diverse children has been one of the focuses of education since the early 1960's. One of the factors influencing education's inability to deal with the needs of culturally diverse children is the lack of teacher's foundational knowledge of language and linguistics as they relate to the education of those children. The purpose of this study was to determine if "Linguistic Foundations and Cultural Diversity: An Instructional System" would produce a significant increase in the recall or recognition of knowledge and development of intellectual abilities and skills of students using the system. In order to know if that process of successful instruction had taken place, it was necessary to determine if the users of the system could recall, comprehend and apply the content provided. Design of the Study The investigations population consisted of approximately 650 students registered in a sophomore level teacher education program in the School of Education at Oregon State University during the 1973-1974 school year. The sample consisted of twenty-five control and seventy-five experimental group participants selected at random from the 270 students during the winter term. The pre-test was administered at the beginning of the winter term to the control and experimental group. The pre-test consisted of thirty objective items testing the ability to recall, comprehend and apply knowledge of linguistic foundations and cultural diversity. The thirty items consisted of ten items at each of the knowledge, comprehension and application levels of cognitive domain defined by Bloom's Taxonomy of Educational Objectives. Handbook I: Cognitive Domain. Two weeks prior to the end of the winter term the experimental group received the treatment, "Linguistic Foundations and Cultural Diversity: An Instructional System". At the end of the winter term both the control and experimental group was administered the post-test, consisting of the same items as the pre-test, but changing the order of presentation and order of possible responses. Findings of the Study The findings of the study are presented in terms of the two hypotheses tested. H₁ : There will be a significant increase in the recall or recognition of knowledge and development of intellectual abilities and skills related to linguistic foundations and cultural diversity of those students using the Instructional System of Linguistics Foundations and Cultural Diversity as compared with the control group students not receiving the instructional system. Hypothesis 1 was retained. There was a significant increase in the recall or recognition of knowledge and development of intellectual abilities and skills related to linguistic foundations and cultural diversity by the experimental group as compared to the control group. H₂ : Ninety percent of the students using the Instructional System of Linguistic Foundations and Cultural Diversity will complete cognitive evaluative test items as defined by Bloom's Taxonomy of Educational Objectives with Ninety percent accuracy. Hypothesis 2 was rejected. Ninety percent of the experimental group did not complete the cognitive post-test items with ninety percent accuracy. However, eighty-eight percent achieved a eighty-seven percent or better level of accuracy. Implications of the Study 1. Most potential teachers do not have a foundational knowledge of language, linguistics and their relationship to cultural diversity and education. 2. Most current teacher education curriculums do not provide foundational knowledge in linguistic foundations and cultural diversity to potential teachers. 3. Successful instruction of linguistic foundations and cultural diversity can be accomplished through the process of determining necessary content, and presenting that content through the combination of the instructional systems technique and the developmental method of Bloom's taxonomy. 4. "Linguistic Foundations and Cultural Diversity: An Instructional System" can serve as an effective input in the development of teacher education curriculum. Recommendations for Further Study 1. Longitudinal studies are recommended that would investigate student's retention of outcomes and learnings after use of the instructional system and its effect on their further professional growth. 2. It is recommended that further studies investigate the affective development effected by the use of the system. 3. It is recommended that further studies investigate the instructional system's effectiveness in a field-based teacher education program in a multi-cultural setting. 4. It is recommended that this investigation be replicated with certified teachers teaching culturally diverse children.
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