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Dora Borrego

Inclusive

Learning Environments

Background

Multiculutral & Educational Studies

01

  • Studies on ethnic gaps in education
  • Preventative intervention studies
  • Defining racial/ethinc cultural content

Disadvantages

current statistics and standardized testing

02

  • Standardized testing in past studies
  • Comparison of SES levels and race
  • Most studies only involve one or two races
  • No longitudinal studies with numerical data

Proposal

Longitudinal and experimental methods

03

Research Question: Can inculisve elementary learning environments improve confidence and social skills in middle school students of color?

Hypothesis: Yes

IV: Learning environment

DV: Confindence and interpersonal competence scores

Operational Definitions

Inclusive learning environment: defined by Deborah Byrnes and Gary Kiger in Common Bonds, “Anti-Bias Teaching in a Diverse Society”.

Confidence: defined by confidence score on Dependent Variables Tasks of Adolescence survey

Social Skills: defined by score on Interpersonal Competence Questionnaire

Methods

Participants

04

  • Four second grade classes from 8 participating schools
  • Parents must give permission for students to participate
  • Randomly assigned teachers must consent to adopt structure and practice of inclusive classrooms

Methods

Measures

  • SWIS database
  • Perception of Students Questionnaire
  • Tasks of adolescence survey
  • Parent consent form
  • Perception of student surveys for parents

Methods

Procedures

  • Six year long study, starting 2nd grade
  • Random assignment to groups
  • Bi-annual parent checkpoints until 6th grade
  • 7th and 8th grade self reported surveys

Proposed Analysis

Independent samples t-test test

05

  • One categorical IV
  • Two continuous DV
  • Learning environment = grouping variable
  • Confidence and social skills = test variable

Conclusion

06

  • Future steps
  • National & global context
  • Relevance to society
  • Children and the future
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