The purpose of this research is to study preschool children's readiness to political socialization and to investigate kindergarten teachers' views regarding citizenship education. It is appreciated that teachers' views constitute strong evidence of plans, instructive choices and teaching practices, determining sometimes even their instructive effectiveness, i.e. the degree they consider themselves to be able to influence students' performance. Children's readiness is considered to be related to their ability for direct reaction in their political socialization. Two questionnaires were used as a data collection method. The readiness in early childhood for political socialization is investigated through fourteen proposals which are analyzed into the frequencies of "always", "sometimes" and "never". The views of kindergarten teachers in connection to citizenship education are investigated through five open questions. The collected data were coded, entered in SPSS and analyzed quantitatively and qualitatively. The findings confirmed mostly the inquiring affairs and gave interesting information in the frame of inquiring questions as well.
The present study was designed to examine the predictive utility of planned behavior theory to the multicultural education domain. One hundred and forty-eight students in early childhood studies (146 women, 2 men; M age = 21.8 yr., SD = 2.6) were asked to complete a questionnaire based on planned behavior theory to measure attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-identity. Hierarchical regression analysis showed that the planned behavior model components explained 52.5% of the students' intentions. Addition of self-identity increased the amount of variance accounted for by the model 157.3%). It was concluded that researchers may have increased confidence when applying the planned behavior theoretical framework to study prospective educators' attitudes, and that self-identity seems to represent a useful explanatory variable.
In this study the aim is to show the role of dominant ideology as a co -creative condition of teacher"s perceptions and their influences on the confronting and managing practices of the "Other". According to the admission that the intercultural educational programs often downgraded and recanted by the dominant perceptions and ideology, this research attempts to highlight the impact of dominant ideology as the everyday, non-rethinking experienced ideology. We admit the negative role of dominant ideology as a director of teacher"s perceptions and practices. Using the conceptual framework (Multicultural Teacher Education Framework) that Cochran-Smith suggests, the research examines the teacher"s perceptions both about the "Other", the school role and the cooperative culture development. The research took place in spring 2011. The 102 Greek teachers who participated in the research were asked to declare their acceptance degree for a number of perceptions and practices.
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