Examining early childhood teachers' beliefs and practices about multicultural education
Bibliographic record
Abstract
Multiculturalism has become a crucial part of education in most countries and Türkiye since global migrations are constantly increasing. However, multicultural education is still being discovered by teachers and educators. Therefore, this study examined early childhood teachers’ beliefs and practices through multicultural education in Türkiye. The study was designed as a qualitative study in which multiple case studies design was utilized for investigation. All six participants were selected by purposive sampling and working with 5-6-year-old children from different countries. Data was collected through semi-structured interviews, and inductive content analysis was utilized to analyze the collected data. The findings indicated that teachers are not aware of the meaning of multiculturalism and multicultural education. Teachers were not prepared to teach culturally diverse children. In addition, they believe that instead of preparing the classroom for children with different funds of knowledge and adapting the curriculum for them multicultural children should adapt to the current educational system. Finally, teachers claimed the language barrier is the biggest issue they had to cope with, and they use online translators, older siblings going to the same school as interpreters, and body language to solve this problem.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".