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  • 1. Cultural Connection Project Promoting Multicultural in Elementary School Presenter: Chi-Ying Betty Hu Date : November 17, 2008
  • 2.
    • Matuck, L.Y., & Ruggirello, T. (2007). Cultural Connection Project :Promoting Multiculturalism in Elementary Schools. Canadian Journal of Public Health, 98 (1), 26-28.
  • 3. Content
    • Introduction
    • II. Methodology
    • III. Outcome
    • IV. Reflection
    • V. About my research
  • 4. Introduction
    • Cultural Connection Project (CCP)‏
    • Sponsor
    • Objective
    Funded by Heritage Canada Aimed to promote multiculturalism among grade school students through drama education
  • 5. Framework of CCP
    • Background theory
    Paulo Freier's transformative and experiential learning theory Where students explore the issues, reflect on their personal experience, generate new meaning of experience and take action to create change.
  • 6. Framework of CCP
    • Phase 1
    • Phase 2
    • Phase 3
    group discussion performance drama workshop
  • 7. Methodology Participants Grade 3-6 students (n=665) Lead-class students (n=158)‏
  • 8. Methodology
    • All students completed a 7-item questionnaires
    2. Comfort with others 1 . Have friends 3. Talk with others 4. Respect others 5. Accept others 6. Importance to be equal 8. Believe can make difference
  • 9. Methodology group discussion performance drama workshop T2 T1 T3 Data collection
  • 10. Methodology
    • Objective
    Lead class Lead class All grate 3-6 students
    • Explore students’ understanding of
    • multicultural
    • Portrayed cultural conflicts experience
    • by new comers in the host country
    • Students identified possible cause and
    • proposed resolution
    • Created fictional scenarios to examine
    • conflicts related to cultural diversity
    • Developed action plans to promote
    • cultural sensitivity and awareness in
    • their own schools
    Drama Workshop Drama Performance Group Discussion Objective Participants
  • 11. Methodology Data analysis T-test ANOVA T1 & T2 T2 & T3
  • 12. Outcome
    • T-test
    • After the performance(T2) > Before performance(T1)
    3. Talk with others
  • 13. Outcome
    • ANOVA
    • Post-treatment scores(T3) > Pre-treatment scores(T2)
    3. Talk with others 5. Accept others 8. Believe can make difference
  • 14. Outcome
    • Drama education was an effective experiential tool for promoting multiculturalism in a school setting
  • 15. Reflection
    • Weakness
    • Don’t attach enough information.
    • ex: tables, questionnaire
    • Strength
    • Have clear framework and object design.
  • 16. About my research Grant Questionnaires & Semiconstructive interview Method 1. What is the students’ perception of foreign teacher ? 2. How do students adjust to the foreign teacher? Research Question The pupils of Confucius meet Palo Topic
  • 17.
    • Thanks for your attention.