Proposal Title

Impact of Case Studies on Multicultural Efficacy and Attitudes of Teacher Education Students

Proposal Abstract

Many teacher education students find the theories and concepts they learn in university classrooms too abstract to help address specific problems they encounter in real classrooms. Case study method has been used in teacher education programs to connect theory and practice. The first purpose of this session is to present the findings of a causal-comparative study that examined the impact of the online case studies used in a fully online multicultural education class on teacher education students’ multicultural efficacy and attitudes. To achieve this goal, we collected pre- and post-test data from approximately 50 students who were divided into experimental and control groups. The two groups studied the same content in the course. However, the students in the experimental group analyzed case studies in each learning module while the control group did not. The second purpose of the presentation is to engage the participants in a discussion of the merits of case-based pedagogy, explain how we used case studies in our study, and have the participants analyze sample case studies. Because the intervention in this study was designed specifically to enhance student learning, this study fits well with the SoTL framework and is likely to interest conference attendees.

Location

Room 1002

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 11:00 AM Mar 26th, 11:45 AM

Impact of Case Studies on Multicultural Efficacy and Attitudes of Teacher Education Students

Room 1002

Many teacher education students find the theories and concepts they learn in university classrooms too abstract to help address specific problems they encounter in real classrooms. Case study method has been used in teacher education programs to connect theory and practice. The first purpose of this session is to present the findings of a causal-comparative study that examined the impact of the online case studies used in a fully online multicultural education class on teacher education students’ multicultural efficacy and attitudes. To achieve this goal, we collected pre- and post-test data from approximately 50 students who were divided into experimental and control groups. The two groups studied the same content in the course. However, the students in the experimental group analyzed case studies in each learning module while the control group did not. The second purpose of the presentation is to engage the participants in a discussion of the merits of case-based pedagogy, explain how we used case studies in our study, and have the participants analyze sample case studies. Because the intervention in this study was designed specifically to enhance student learning, this study fits well with the SoTL framework and is likely to interest conference attendees.