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| Autor/in | Rich, Bruce Louis |
|---|---|
| Titel | How Are Culturally Inclusive Teaching Practices Integrated into Business School's Curriculum? An Analysis of Syllabi from the United States |
| Quelle | In: International Journal of Inclusive Education, 27 (2023) 4, S.435-458 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2020.1846798 |
| Schlagwörter | Culturally Relevant Education; Inclusion; Educational Practices; Business Schools; Business Administration Education; Course Content; Course Descriptions; Educational Environment; Language Usage; Teaching Methods; Cognitive Style; Best Practices; Diversity; Perspective Taking |
| Abstract | This study investigates the treatment of culturally inclusive teaching practices in schools of business. A content and quantitative analysis were performed on 392-course syllabi selected from management departments in the United States, representing 131 AACSB-accredited schools of business. Syllabi were coded for content, pedagogy, accommodation statements, and perspective-taking. Results revealed that diversity was treated as a topic in roughly twenty percent of course syllabi, although; this was highly variable by course type. Inclusive language that denoted a safe and open environment, rules for productive discussions, and point of view statement were largely absent. Implications of these results and future research are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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