Culture in the classroom: Developing teacher proficiency in delivering a culturally-grounded prevention curriculum

Mary L. Harthun, Patricia A. Dustman, Leslie Jumper Reeves, Michael L. Hecht, Flavio Marsiglia

Research output: Contribution to journalArticle

4 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)435-454
Number of pages20
JournalJournal of Primary Prevention
Volume29
Issue number5
DOIs
StatePublished - Sep 2008

Keywords

  • Culturally grounded instruction
  • Culturally grounded training
  • Drug prevention curriculum
  • Fidelity
  • Teacher development

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

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