The Results of Using the Teaching and Learning Management Model According to the Educational Guidelines Multicultural Perspectives of Teachers in Multicultural Classrooms

Abstract

The goal of this research was to examine the impact of instructors in multicultural classrooms utilizing the learning management model in accordance with their multicultural education approach. This study is in the creation stage and draws heavily on the James (2001) idea and the primary conceptual framework of multicultural education. The sample group consisted of instructors in the lower secondary school of three groups of learning disciplines, the research site was an opportunity expansion school in the province of Phayao. Including, Thai language subject, social studies subject religion and culture, and academic career and technology, totaling 9 people, use purposive sampling method. The instruments used in the research were 1) a form to assess the suitability of the components of the teaching and learning model based on the concept of learning management that emphasizes the differences between individuals according to the approach to multicultural education, and 2) appropriateness assessment form for teaching and learning manuals in accordance with multicultural education guidelines to assess the composition of the instruction manual and learning management plan. Both assessment forms are a 5-level rating scale that was assessed by 3 experts to determine the content validity by calculating the index of conformity (IOC). All returned questionnaires and assessment forms were used to check the accuracy of the questionnaire and assessment responses, and data on problem conditions and learning management effectiveness were analyzed in accordance with recommendations for multicultural teacher education, the data were statistically analyzed. According to James (2001), the idea of multicultural education is divided into five dimensions, it was discovered that the teacher's learning management model and the development of learners in the multicultural classroom, teachers have a strong awareness of multicultural education based on the concept of different dimensions. In terms of content integration, knowledge building processes, bias reduction, educational equality, and in terms of enhancing the potential of the patterns practiced within the school. These findings are utilized to inform multicultural education, which is a concept that begins with giving each student significance. In order to eliminate prejudice and create a multicultural society in the classroom, it must offer a learning environment that is equitable in nature.