An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana

Document Type

Article

Publication Date

2009

Abstract

A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices. © College Reading and Learning Association.

Comments

Mfum-Mensah, O. (2009). An exploratory study of the curriculum development process of a complementary education program for marginalized communities in northern ghana. Curriculum Inquiry, 39(2), 343–367. https://doi.org/10.1111/j.1467-873X.2009.00446.x

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