ERIC ED405557: The Effects Of Instructional Interaction Guided By A Typology Of Ethnic Identity Development: Teachers' Perceptions Of Theory And Their Conceptualizations Of Related Practice: Phase Two. Reading Research Report No. 84. - Info and Reading Options

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A study collected data on teachers' perceptions of J. A. Banks' (1981) typology of ethnic identity development in relation to classroom instruction and their conceptualizations of related curriculum for literacy instruction as it evolved from a lesson bank exchange. Data collection also included a survey instrument to determine the extent to which pre- and inservice teachers, administrators, counselors, and other education professionals and volunteers were familiar with Banks' typology. A total of 615 respondents completed an 11-item survey. Responses to the survey substantiate a need for further dissemination of information on Banks' theory of ethnic identity development and curriculum goals to enhance teachers' multicultural literacy and competence for instruction that is sensitive to issues of ethnic, racial, and cultural diversity rather than celebratory aspects. Participants initially engaged in the lesson bank exchange were eight teachers of pre-school through high school grades. Data collection for the lesson bank exchange experience included the use of individual interviews with participating teachers, transcripts of focus group discussions with participating teachers, and the exchange of lesson plans and feedback developed by the teachers, as well as teacher reports on student responses to lessons that were implemented. Of the eight teachers who were initially engaged in the lesson bank exchange, three were able to continue with the project to its completion and each demonstrated, in a variety of ways, their evolving perceptions of Banks' typology as having the potential to enhance ethnic identity development and multicultural competence. (Contains 31 references, and 2 tables and 1 figure of data.) (Author/RS)

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