ERIC Number: EJ1089129
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Using a Participatory Culture-Specific Model to Increase the Effectiveness of Social Justice Courses in School Psychology
Graybill, Emily C.; Varjas, Kris; Meyers, Joel; Greenberg, Daphne; Roach, Andrew T.
International Journal of School & Educational Psychology, v1 n4 p217-230 2013
The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and student experiences. This article proposes a new model through which qualitative and survey culture-specific data related to the 4 variables are collected at the onset of the course and incorporated into every phase of course development and implementation. Obtaining and utilizing data about student and instructor characteristics and experiences facilitates both culture specificity and ensure that the course content and process are both appropriate and acceptable for students and instructors. This article proposes the 10-phase PCSMCD as it would look during course development and implementation, and provides social justice resources and activities specific to school psychology in order to increase the effectiveness of social justice education within the field.
Descriptors: Social Justice, Models, Intervention, Guidelines, Teacher Characteristics, Qualitative Research, Student Characteristics, Course Content, School Psychology, Instructional Effectiveness, Teaching Experience, Educational Objectives, Theory Practice Relationship, Racial Identification, Capacity Building, Course Descriptions, Counselor Training, School Psychologists
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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