TY - JOUR
T1 - Culture in the classroom
T2 - Developing teacher proficiency in delivering a culturally-grounded prevention curriculum
AU - Harthun, Mary L.
AU - Dustman, Patricia A.
AU - Reeves, Leslie Jumper
AU - Hecht, Michael L.
AU - Marsiglia, Flavio
N1 - Funding Information:
The second member of the training team holds an Ed.D. in Educational Leadership Studies and worked as a classroom teacher, building administrator, and district superintendent in PreK-12 settings, and is now the Director of Development and Implementation for the Southwest Interdisciplinary Research Center at Arizona State University. She continues to oversee the implementation of the Drug Resistance Strategies-4, funded by the National Institutes of Health.
Funding Information:
keepin’ it REAL is a school-based substance abuse prevention curriculum grounded in cultural norms and values (Hecht et al. 2003b; Marsiglia et al. 2001). Funded through a grant from the National Institute on Drug Abuse (NIDA grant #R01-DA-05629) and recognized as a National Model Program by the Substance Abuse and Mental Health Services Administration (SAMSHA), keepin’ it REAL builds on students’
PY - 2008/9
Y1 - 2008/9
N2 - 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.
AB - 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.
KW - Culturally grounded instruction
KW - Culturally grounded training
KW - Drug prevention curriculum
KW - Fidelity
KW - Teacher development
UR - http://www.scopus.com/inward/record.url?scp=55949128236&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=55949128236&partnerID=8YFLogxK
U2 - 10.1007/s10935-008-0150-z
DO - 10.1007/s10935-008-0150-z
M3 - Article
C2 - 18807191
AN - SCOPUS:55949128236
VL - 29
SP - 435
EP - 454
JO - Journal of Primary Prevention
JF - Journal of Primary Prevention
SN - 0278-095X
IS - 5
ER -
