Developing a Multicultural, Globally Competent Community at an Elementary Public Bilingual School

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238

Public Schools; Global Approach; Measures (Individuals); Teacher Characteristics; Institutional Characteristics; Teacher Attitudes; Administrator Attitudes; Cultural Awareness; Cultural Differences; Multicultural Education; Caregiver Attitudes; Cultural Pluralism; Second Language Learning; Experiential Learning; Holistic Approach; Teacher Competencies; Parent School Relationship; Bilingual Schools; Native Language; English (Second Language); Elementary School Teachers; School Community Relationship; Bilingual Education Programs

3811-7010

979-83-8117-010-8

K-12 schools in the United States play an important role in developing global competence in students. As technology, communications, and economics increase globalization, students must interact with and thrive in cultures different from their own. Educators must develop globally competent citizens with critical knowledge, skills, and mindsets to collectively work for a better world. With an emergence of diverse-by-design schools that offer immersive bilingual educational opportunities for students, there is a need to understand what teacher attributes and school components contribute to the development of multiculturalism and global competence in early elementary education. For this study, based at ABC School, qualitative data were collected from a caregiver questionnaire and semi-structured teacher and leader interviews. These instruments allowed the researchers to conduct an in-depth exploration of the perspectives of participants with additional clarifying of participant responses as needed. Quantitative data were collected through a teacher and leader questionnaire which included Hett's (1993) Global Mindedness Scale, and the Global Competence Questionnaire administered by the ABC School leadership to teachers in August 2022. These instruments allowed researchers to generate descriptive statistics related to the overall state of teachers' global competence at the school. The results revealed five significant themes which were, (1) recognition of cultural diversity, (2) language and communication, (3) experiential and holistic learning, (4) teacher competence and support, and (5) parent collaboration and community engagement. The findings showed that, overall, caregivers, leaders, and teachers at ABC School had a positive perception of the school's development of multiculturalism and global competence in their school community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED641190