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Increasing cultural competence in hi...

Greiving, Jennifer Elizabeth.

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Increasing cultural competence in historically illiterate college students enrolled in global family science courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Increasing cultural competence in historically illiterate college students enrolled in global family science courses./
作者:	Greiving, Jennifer Elizabeth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	76 p.
附註:	Source: Masters Abstracts International, Volume: 55-04.
Contained By:	Masters Abstracts International55-04(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112652
ISBN:	9781339758053

Increasing cultural competence in historically illiterate college students enrolled in global family science courses.
Greiving, Jennifer Elizabeth.

Increasing cultural competence in historically illiterate college students enrolled in global family science courses. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 76 p.

Source: Masters Abstracts International, Volume: 55-04.

Thesis (M.A.)--University of Colorado at Denver, 2016.

Recent educational reforms tend to focus on reading and math, possibly to the detriment of history education. As university students enroll in global family perspective courses, their lack of historical knowledge may cause barriers to learning for students and difficulties for professors who reference global events that have affected the course of global families and human development. This study examines students' self-reported historical knowledge and cultural competence and also explores how professors, if necessary, compensate for the lack of historical knowledge when teaching global family science and human development.

ISBN: 9781339758053Subjects--Topical Terms:

641065
Higher education.

Increasing cultural competence in historically illiterate college students enrolled in global family science courses.
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520 $a Recent educational reforms tend to focus on reading and math, possibly to the detriment of history education. As university students enroll in global family perspective courses, their lack of historical knowledge may cause barriers to learning for students and difficulties for professors who reference global events that have affected the course of global families and human development. This study examines students' self-reported historical knowledge and cultural competence and also explores how professors, if necessary, compensate for the lack of historical knowledge when teaching global family science and human development.
520 $a For this study, self-reported measures of historical literacy and cultural competency were collected from 123 students at the University of Colorado Denver using a quantitative questionnaire. Three professors who teach global family courses were interviewed using a qualitative protocol. The quantitative data were analyzed using SPSS to determine scales for cultural competence and historical knowledge while the qualitative data were evaluated using various thematic analysis techniques. Results show that historical literacy plays a small but statistically significant role in cultural competence and suggestions are made for future research and curriculum direction.
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