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Abstract
Digital curricula and online learning materials are necessary to reach the next generation of teachers. The purpose of this study was to examine the effects of an online introductory multicultural course on the culturally responsive teaching self-efficacy (CRTSE) and culturally responsive teaching outcome expectancy (CRTOE) of pre-service teachers. The results suggest that online multicultural education have a moderate effect on pre-service teacher CRTSE and CRTOE. Implications are provided for pre-service teacher education and further research.
Recommended Citation
Young, Jemimah Lea
(2017)
"Does Digital Curricula Matter? An Examination of Online Versus Traditional Multicultural Education Course Delivery,"
Higher Education Politics & Economics: Vol. 3
:
Iss.
1
, Article 4.
Available at:
https://digitalcommons.odu.edu/aphe/vol3/iss1/4