Cultivating Preservice Teachers' Culturally Responsive Classroom Management Self-Efficacy through Case-Based Learning

• In Event: The Consortium of State and Regional Educational Research Associations Distinguished Paper Session 2

Abstract

Mid South Educational Research Association - This study examined the effect of case-based learning (CBL) in an online environment on preservice teachers’ culturally responsive classroom management self-efficacy (CRCMSE). The Culturally Responsive Classroom Management Self-Efficacy Scale was administered as a pre- and post-test to 18 undergraduate students (experimental group) and 11 Master of Arts in Teaching students (control group), all seeking initial licensure and enrolled in parallel classroom management courses. The experimental group engaged in CBL reflections and discussions throughout their course. Results from the Analysis of Covariance (ANCOVA) showed that CBL positively impacted the experimental group’s CRCMSE. The experimental group reported increased CRCMSE regarding communicating with parents from diverse backgrounds, applying culturally responsive strategies to minimize classroom management issues, and managing interactions confidently.

Authors

• Jessica Herring Watson, University of Central Arkansas

• Nykela Jackson, University of Central Arkansas

• Chelsie Marie Dubay, East Tennessee State University