Culture in the Classroom: Developing Teacher Proficiency in Delivering a Culturally-Grounded Prevention Curriculum

Autor/inn/en	Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie Jumper; Hecht, Michael L.; Marsiglia, Flavio F.
Titel	Culture in the Classroom: Developing Teacher Proficiency in Delivering a Culturally-Grounded Prevention Curriculum
Quelle	In: Journal of Primary Prevention, 29 (2008) 5, S.435-454 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-095X
DOI	10.1007/s10935-008-0150-z
Schlagwörter	Prevention; Adult Learning; Adult Students; Culturally Relevant Education; Program Effectiveness; Curriculum; Adult Educators; Student Characteristics; Substance Abuse; Teaching Methods; Health Promotion; Professional Development + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Curricula; Lehrplan; Rahmenplan; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Drug use; Drug consomption; Drogenkonsum; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	The authors describe the training model used to develop proficiency in teaching a culturally-grounded prevention curriculum. Teachers believed it vital to discuss substance use and considered culture and ethnicity central to students' lives, although few had experience teaching prevention curricula. Training effects were evaluated using three datasets. Analyses showed that training should emphasize teaching adult learners; encompass culture from many perspectives; address the teaching of prevention curricula, and emphasize fidelity as imperative. Trainers found the embedded focus on culture in "keepin' it REAL" essential to success. Teachers learned that a prevention curriculum can be instructionally engaging while theory-driven and academically rigorous. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10