Effectively teaching a single course in multicultural education to pre-service teachers.

Brianna Kennedy, Mark Preston Lopez

Research output: Contribution to journalArticleAcademicpeer-review


In this practitioner inquiry, instructors in a teacher preparation program at a research-intensive university address their instructional effectiveness and improvement of student learning outcomes in a Single Course in Multicultural Education (SCME). As part of the inquiry, they conducted a comprehensive literature review of SCMEs. They used the literature synthesis to guide the development of a conceptual framework to inform a final course revision that yielded better student learning outcomes. The literature synthesis, conceptual framework, and course revision promoted the instructional focus on developing students’ knowledge and beliefs before addressing their classroom practices.
Original languageEnglish
Pages (from-to)1-53
Number of pages53
JournalTeaching and Learning Inquiry
Publication statusPublished - Jun 2022


  • teacher preparation
  • multicultural education
  • social justice
  • practitioner inquiry
  • teaching in higher education


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