Outcomes for Black Students in Team-Based Learning Courses
| Autor: | James P. Canfield, Caroline Macke, Karen Tapp, Vanessa Hunn |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Cultural Studies
Medical education White (horse) Sociology and Political Science Isolation (health care) media_common.quotation_subject education 05 social sciences 050301 education Social issues Team-based learning Feeling Postsecondary education Anthropology 0502 economics and business Psychology 0503 education 050203 business & management media_common |
| Zdroj: | Journal of Black Studies. 50:66-86 |
| ISSN: | 1552-4566 0021-9347 |
| DOI: | 10.1177/0021934718810124 |
| Popis: | Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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