Abstract
This study investigated if culturally relevant pedagogy was embedded into online reading courses at the undergraduate and graduate level in at a southeastern university college of education. The goals of the study were: to highlight the importance of a fully developed syllabus for adjunct and part-time faculty who rely heavily on the syllabus; to emphasize the importance of syllabi for curriculum and course integrity when programs move to fully online; to investigate whether the cultural relevance emphasized at the program level was evident in the syllabi. The findings indicate that alignment between assessment and objectives and a detailed syllabus in online courses are critical in creating culturally relevant online courses. This study is important to the field in several ways. First, colleges of education may benefit from the findings on explicit instructions in shared syllabi and in alignment in programs and courses. Additionally, including democratic classrooms and ensuring depth of knowledge in reading programs is important in program evaluation.
Highlights
This study investigated a set of online reading courses at the undergraduate and graduate levels in a university’s college of education
The key findings of the study were a lack of emphasis on democratic classrooms; a lack of alignment between the objectives, assignments, and rubrics; a lack of evidence that depth of knowledge was required across courses; problems with course design; and a lack of reflexivity
While we set out to see if culturally relevant pedagogy (CRP) was embedded in those courses, we found out much more about the curriculum design process—and what was missing from it—by having conversations with colleagues
Summary
This study investigated a set of online reading courses at the undergraduate and graduate levels in a university’s college of education. The courses were thought to integrate culturally relevant pedagogy (CRP), and the study’s intent was to determine the extent to which they did so. The study’s findings highlight the importance of a fully developed syllabus for adjunct/part-time faculty who rely heavily on the syllabus; emphasize the importance of strong syllabi for curriculum and course integrity ( when programs move fully online); and indicate that alignment between assessment and objectives and a detailed syllabus are critical in creating culturally relevant online courses. Underserved populations continue to be marginalized when culturally relevant pedagogy (CRP) and teaching are not implemented with fidelity in K-12 classrooms (Bartolome, 1994; Ladson-Billings, 1995a). We discuss how these issues play out in the online context
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