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ERIC Number: EJ1097971
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 33
A Study of Multicultural Course Change: An Analysis of Syllabi and Classroom Dynamics
Booker, Keonya; Campbell-Whatley, Gloria D.
Journal of Research in Education, v25 n1 p20-31 2015
Multicultural Course Change involves deliberate and thoughtful attention to developing and presenting course material that focuses on well-defined multicultural goals. In this qualitative study, nine faculty participated in a Summer Diversity Institute designed to support multicultural curriculum development and instruction. Syllabi were reviewed for multicultural content and assessment, while direct classroom observations were conducted to assess instructional strategies and classroom dynamics. A review of syllabi revealed moderate implementation based on Morey and Kitano's theoretical model of Multicultural Course Change. Classroom observations illustrated that faculty were able to engage students in multicultural course goals to a greater degree than specified in the analyzed syllabi. Implications for institutional diversity programming and faculty professional development are discussed.
Descriptors: Multicultural Education, Course Descriptions, Classroom Environment, Qualitative Research, Faculty Development, Summer Programs, Institutes (Training Programs), Classroom Observation Techniques, Teaching Methods, Educational Change, Course Evaluation, Group Dynamics, College Students, College Faculty
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: email@example.com; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A