An Online Tool for Cases Studies for Multicultural Teacher Education: Teacherserver.com
Yasar Bodur
Georgia Southern University
United States
ybodur@gmail.com
Zafer Unal
University of South Florida-St. Petersburg
United States
zuu2343@gmail.com
Abstract
This article describes exploratory findings on the use of an online tool for integrating case studies
in multicultural education course. The authors created the online application and the case studies.
Graduate and undergraduate students in a multicultural education course used the web-based tool and
provided feedback on the functionality of the site, relevance and quality of the cases, and the components
of the case study assignments. Findings indicated that a great majority of the users were positive about all
aspects of the website, the case studies, and the case study assignment. The presentation will provide
further information about the study, show a demo of how the application works, show member posts and
share the tool with participants for their use.
Introduction
The project described in this paper brought together three important topics/concepts in teacher
education: multicultural education, case study method, and technology. More specifically, we describe
how we used case studies to enhance students’ multicultural understandings using a website specifically
created for case studies. Below, first we discuss the importance of multicultural education for preservice
teachers, then the importance and use of case study method, and finally we describe how we used
technology provide web-based case studies on multicultural education to our students.
Multiculturalism in Preservice Education
Current and projected demographics reveal that cultural and linguistic diversity in classrooms will
increase (Villegas & Lucas, 2002) According to the National Center for Educational Statistics (2010), the
US witnessed significant shifts in its ethnic composition between 1980 and 2008. While the White
population represented about 80 percent of the total population in 1980, this number decreased to 69
percent in 2000 and 66 percent in 2008. On the other hand, Hispanic population increased from 6.4
percent in 1980 to 12.6 percent in 2000 and 15.4 percent in 2008. These changes were inevitably reflected
ethnic composition of schools and classrooms. Between 2000-01 and 2007-08, the percentage of White
students decreased from 61 percent to 56 percent while percentage of Hispanic students increased from 17
to 21 percent. At the regional level, ethnic distribution of students depicts a clearer picture of diversity in
US classrooms. For example, according to The Southern Education Foundation (2010), students of color
in the southern part of the country are the majority with percentages ranging from 51.2 percent in
Louisiana to 66 percent in Texas. Enrollment trends show a steady increase in the number of ethnically
diverse students, especially Hispanic students. In spite of the expected and witnessed increases in student
diversity, the teacher force in the United States consists mainly of middle-class and monolingual
European American females (Ladson-Billings, 1995; Villegas & Lucas, 2002; Zeichner, 2003). A 2004
report by NCES showed that 83 percent of public school teachers were White while only about 8 percent
were Black, 6 percent were Hispanic, and 3 percent were other of other ethnic backgrounds (Strizek,
Pittsonberger, Riordan, Lyter, & Orlofsky, 2006). Differences in the cultural makeup of student and
teacher populations in the US signifies the need that “all teachers, regardless of their own identities and
experiences, need to be prepared to effectively teach students of all backgrounds” (Nieto & Bode, 2008,
p. 21). In addition to the ethnic composition differences described above, research on preservice teachers’
lack of experiences with diverse populations (Hollins & Guzman, 2005; Milner, 2006), their faulty beliefs
about different ethnic groups (Vaughan 2005; Walker-Dalhouse & Dalhouse, 2006; Jennings, 2007;
Trent, Kea, & Oh, 2008), and their feelings of inadequacy in teaching linguistically and culturally diverse
students (Helfrich & Bean, 2011) validate the importance of multicultural preparation for preservice
teachers and researching ways to most effectively integrate multicultural education into teacher education
programs. More importantly, persistent differences in the achievement levels of White students and
minority students make a strong case for multicultural training for future teachers. According to NCES
(2010), 2007 implementation of National Assessment of Education Progress (NAEP) indicated sharp
differences among different ethnic groups in their reading and math achievement. In 2007, about 33
percent of 4th-graders scored at or above the Proficient level in reading. Higher percentages of
Asian/Pacific Islander (46 percent) and White (43 percent) students scored at or above this level than did
their Black (14 percent), Hispanic (17 percent), and American Indian/Alaska Native (18 percent) peers.
About 50 percent of Black, Hispanic, and American Indian/Alaska Native 4th-graders scored below the
Basic achievement level in reading. According to 2009 NAEP results in math, about 39 percent of all 4thgraders scored at or above the Proficient level. Asians/Pacific Islanders (60 percent) had the highest
percentage of 4th-graders scoring at or above Proficient, followed by White students (51 percent). Both of
these groups had higher percentages of students scoring at this level than did Hispanics (22 percent) and
American Indian/Alaska Natives (21 percent) students. Blacks had the lowest percentage of 4th-grade
students scoring at or above the Proficient level (16 percent) of all groups. As the numbers indicate,
students of diverse backgrounds do not find success comparable to their White counterparts and it is
important for teacher education programs to find ways to help solve this problem.
The recognition that teacher quality is a major factor in determining student success also validates
the necessity of multicultural training for preservice teachers. Wenglinsky (2000) pointed out that the
impact of teacher quality was comparable to the impact of socio-ecenomic status (SES) on students’
school achievement. Nieto and Bode (2008) state that schools that have narrowed the achievement gap
between the majority and minority students are characterized by “well-trained and motivated teachers” (p.
13). Schools and colleges of education have taken different routes to educate preservice teacher for
culturally and linguistically diverse students. Approaches range from full infusion of multiculturalism
throughout a program (Potts, Foster-Triplett, & Rose, 2008; McHatton, Keller, Shircliffe, & Zalaquett,
2009) to offering stand alone courses (Scott & Mumford, 2007). Moreover, teacher education program
differ according to the level of emphasis they place on different types of diversity. Jennings (2007)
gathered data from 142 elementary and secondary teacher education programs in the US public
universities and found that ethnic and racial diversity was the most emphasized diversity topic. Despite
differences observed among different teacher education programs, multicultural scholars agree and argue
for the need to educate preservice and inservice teachers for working with linguistically and culturally
diverse students (Banks, 2008; Nieto & Bode, 2008; Cushner, McClelland, & Safford, 2009; Keengwe,
2010).
Case Study Method
The current study describes a technology-based case study analysis approach to preparation of
preservice and inservice teachers for multicultural education. Shulman (1992) defined a case as a
narrative story containing a set of events that unfold over a period of time in a particular place. Case
studies have been used in teacher education as a way for bringing classroom complexity into college
classrooms in written form. Although case study method has grown in popularity, research on the writing
and use of case studies has been limited (Cooper & McNergney, 1995). Grossman (2005) pointed out in
her review of research on pedagogical approaches to teacher education that more studies describing how
case-based pedagogy is used in educating teachers are needed to have better sense of the value of case
studies. Darling-Hammond, Hammerness, Grossman, Rust, and Shulman (2005) stated that case methods
help students develop reasoning skills but this is an area that is still in need of research. Many preservice
teachers find the theories and concepts they learn in university classrooms too abstract to help address
specific problems they encounter in real classrooms (Hammerness, Darling-Hammond, & Shulman,
2002). Teacher education programs have developed approaches to bridge the gap between theory and
practice, and case study method is one of these approaches.
Use of Cases in Teacher Education
Many preservice teachers find the theories and concepts they learn in university classrooms too
abstract to help address specific problems they encounter in real classrooms. Case study method and case
writing are two approaches that have been used in teacher education programs to connect theory and
practice (Hammerness, Darling-Hammond, & Shulman, 2002). Case study method and case writing have
been used with different groups of preservice and inservice teachers in different subject areas including
math education (Manouchehri & Enderson, 2003), science education (Herreid, 2004), special education
(Elksnin, 2001), and elementary education (Floyd, 1992; Goodwin, 2002; Levin, 2002; Mastrilli & SardoBrown, 1999). These methods also have been used with beginning preservice teachers (Floyd, 1992;
Floyd & Author, 2005), student teachers (Hammerness et al., 2002), and novice teachers (Mastrilli &
Sardo-Brown, 2002). Most of the studies on case methods reported positive outcomes of case study
method and case writing ranging from promoting critical reflection to helping student teachers think like
an expert teacher. For example, Hammerness et al. (2002) analyzed 21 curriculum cases written by
student teachers seeking development of expert thinking over the course of multiple case drafts and found
evidence even weak initial cases showed expert thinking in the final draft. Harrington (1995), in a similar
study, analyzed the first and the last of four case drafts of twenty-six elementary education students
looking for evidence of growth in pedagogical reasoning. Although there is enthusiasm about using the
cases in teacher education, Grossman (2005) pointed out in her review of research on pedagogical
approaches to teacher education that more studies describing how case-based pedagogy is used in
educating teachers are needed to have better sense of the value of case studies.
Project Description
The current project was implemented in two multicultural education courses titled “Cultural
Issues: ESOL” in a midsize university in the southeast. The two courses were the undergraduate and
graduate section of the same course. Both courses were offered fully online using the Blackboard
management system. While the content on both courses were the same, students in the graduate level
section were required to write one additional assignment and they were also subject to a different grading
scale on all the assignments.
In order to implement the project, the researchers created online tool to publish short case studies
on issues related to culture, race, ethnicity, sexual orientation, language, religious diversity, and
socioeconomic status. These case studies were made available to students on www.teacherserver.com.
The researchers are experienced teacher educators and the first researcher has taught multicultural
education courses for many years. The cases were written as dilemma cases to prompt as many and as
varied responses as possible. Also, all the cases were written in a first-person language to give the
impression that the characters described in the cases were seeking help from the readers.
The case study project was integrated into the course as part of the last learning module which
was a general discussion of culturally responsive pedagogy. Students were given two weeks to go on the
teacherserver website and post original solutions to the dilemmas/problems described in the cases. In
order to encourage participation and posting of original responses, a point system was implemented on the
website. Students received different amount of points for different activities on the website. For example,
they received 5 points for each case response, 1 point for each case they posted, one point daily for login
into the website, and etc. They also received points if their case responses were found “useful” by other
participants. The case study assignment required students to achieve a minimum of 100 points on the
website. At the end of the learning module, students were given a survey with 4 open ended questions
that elicited their opinions on the functionality of the website, quality of the cases, the points system, the
way case study assignment was integrated into the course. In this paper, we describe the students’
opinions on the case study project and potential improvements to the website and to the assignment based
on students’ ideas. Figure 1 below shows the general structure of the multicultural education section of
the website.
www.teacherserver.com
Multicultural
Education Cases
Multicultural
Education Articles
Multicultural
Education Tips
Figure 1. Structure of the Application
On the teacherserver.com application, authors of cases and the latest responders to a case were provided.
The users could view the number of times a case was viewed by others. Figure 2 shows screenshots of the
application.
Figure 2. Screenshot of teacherserver.com
The researchers made special effort to inform students that the case study activity was not like online
discussions that are very common in fully-online courses. Students were told that they were not to
respond to each others’ postings. Rather, they were to respond to the issues and questions raised in the
specific cases and offer solutions that have not been offered by anyone else. The originality of the
solution requirement was added to the activity to ensure that students read each others’ responses;
therefore, they were aware of alternative ways of approaching the problems described. Figure 3 below
illustrates through a screenshot what the case response section looked like.
Figure 2. Screenshot of a case
1 . Subject and content of the case
2. A link to submit a possible solution
3. A sample solution posted by a member
4. A rating for the posted solution
5. Current votes submitted for the solution
6. A link to save the case as favorite for easy access.
Methodology
The current study is an exploratory descriptive study that investigated the effectiveness of an
online tool for integrating case studies into a multicultural education course through student opinions. The
online tool was www.teacherserver.com. This section of the paper describes the course, the participants,
the data, data analysis, and findings.
The Course
ESED 5234G—Cultural Issues: ESOL, a fully-online course, was the site of this investigation. This
course is one of the 3 required courses for those seeking ESOL endorsement. Moreover, it is a required in
many of the undergraduate teacher education and graduate programs. The course explores the principles
of culture and its link to second language learning, as well as, problems of teaching and learning in a
multicultural classroom. As part of the course requirements, students engage in a study of their own
cultures as well as others’ cultures, analyze multicultural children’s literature, interview an immigrant,
modify an instructional text for English Language Learners, and discuss issues on discussion forums
ranging from acculturation of immigrants to rights of people with different sexual orientations.
The Participants
A total 35 students, 16 undergraduate and 19 graduate, were enrolled in Cultural Issues: ESOL course. At
the end of the case study activity, all students were asked to provide feedback on a voluntary basis. 10
undergraduate and 10 graduate students sent feedback. The results are presented based on the data
obtained from these students.
Data Collection
At the end of the case student activity, the researcher sent students a survey with 4 open-ended questions
via course management system e-mail. Students were assured that the feedback would have no
implications for their grades. The questions were concerning the following:
 The functionality of the website (registering, logging in, posting a response, viewing others’
responses, posting a case, voting on posted responses, and the accuracy of the point system),
 The quality and the relevance of the cases,
 The point system,
 The implementation of the case study activity.
Data Analysis
Data were analyzed qualitatively to reveal patterns in students’ responses. Each question was analyzed
separately. Furthermore, as part of the analyses, students’ general reactions to each issue addressed in the
questions were quantified as either a positive or a negative response. To illustrate, the number of students
who found the point system used in the case study activity effective or ineffective was identified.
Results
Functionality of the website
Of the 20 students who provided feedback, 19 found the website very easy to use, functional, and easy to
navigate. One student indicated that at first she had trouble creating her profile, but later everything was
very easy to use. The following two quotes from students represent the general feedback that was
provided by all students.
“The website is very functional and informative. Creating a profile was very easy. There were no
problems posting responses. The website should be known for new teacher and old teacher to look at for
insight when handing situations dealing with racism, social class and well as gender discrimination.”
“The website was functional easy to use and read. I did not have any difficulty posting my
response. It was very easy to create a profile although I wish there were more profile pictures to choose
from. Overall, I think the website is awesome. I had heard about other teacher talk sites but none like
this.”
The quality and the relevance of the cases
The students perceived the cases to be very realistic, thought-provoking, and a good way to apply
what they learned in class to a real-world situation. All of the students made positive comments about the
quality and the relevance of the cases. One student mentioned that some of the cases were too outrageous
and extreme to happen in a classroom. Another student stated that there were more cases related to race
than other sources of diversity as a point of criticism. However, the same student also indicated that she
liked all the cases that read. The cases were written as dilemma cases that allowed multiple interpretations
and responses. Students seemed to think positively of the open-ended nature of the cases. One student
wrote:
“I found the cases very thought provoking. I liked that the questions were open ended. The nature
of the questions supported multiple responses. I was able add my own solutions as well as supplement
and build on other responses.”
Another student wrote: “The cases that you added were very important and should be
acknowledged in a multicultural class. Some professors do not like to discuss “sensitive” topics or issues
regarding racism, gender discrimination, social class, etc. As educators we are responsible for pressing
towards those sensitive questions and topics and finding a solution.”
The overall perception of students regarding the cases was very positive. The realistic nature of cases on a
variety of sensitive diversity issues made students think about what they would do in those situations.
The point system
The researchers used a point system on the website to both motivate students and allow them to control
they made toward the completion of the assignment. Although students were positive in general about the
point system, they had the most recommendations for improvement on this feature of the website. Only
one student was completely negative about the point system. The remaining 19 students were positive but
made suggestions. The following two comments represent most of the positive remarks about the point
system:
“I also like the point system. Having every student get to 100 points is a good number. That
means that they have to continue to log back on and reply to cases. I know for me having a goal to get to
100 made me care about my responses and think about my experiences in the school system.”
“I thought the point system was useful. I was never unsure about how many points I had, and it
was easy to organize how I wanted to tackle the case studies.”
Suggestions for improvement were mostly about marking good responses as “useful.” The point system
rewarded good responses with 1 point each time a response to a case was marked as “useful” by another
user. Some of the students pointed out that if they were not one of the earlier responders to a case, then
they had a lower chance of getting their responses marked “useful.” The following comment from a
student illustrates this point:
“The only thing that bothered me was that after several people had commented on a certain case,
it was hard to come up with something new. I wanted to get more points, but because so many people had
added their comments, and I agreed with many of them, I didn't have anything different to add. This just
made it hard to receive all of the points I would have liked.”
The remaining suggestions were about the points awarded to certain activities. Some students suggested
awarding more points to quality responses and some students suggested awarding more points when
someone posts a case (the website awards 1 point when someone posts a new case. Students suggested
awarding 3-5 points for posting a new case.
The Implementation of the Case Study Activity
All of the students were very positive about inclusion of a case study activity. Several students
stated that they preferred the case study assignment over online discussion we had in earlier learning
modules. The opinions on the implementation of the case study activity were divided into two:
implementing it the same way or spreading the case study responses to different modules so that students
can work with case studies throughout the semester. The following response illustrates the second
position:
“I really liked it. It makes you think about what you would do in that situation, and all of them
were things that could really happen in any classroom. I would definitely suggest using the website
throughout different modules throughout the semester. I actually much preferred these to the weekly
discussion posts.”
Discussion
The value of case studies has been known in teacher education since 1986 when Lee Shulman
called for pedagogy of cases in his AERA presidential address. It only makes sense to use case studies
with the capacities online environments afford us because our students are immersed in online
environments on a daily bases. Traditional case study approach in teacher education relies on individuals
reading cases, writing up a response paper, and perhaps having a classroom discussion. Online case study
environments allow people to post a response and view other people’s responses which further allow
them to elaborate on others’ points.
One of the explanations for the success of the project could be student motivation. The data
collected from students reiterated the known qualities of case studies. For example, students indicated that
case studies made them think about what may happen in their classrooms and that they had a chance to
apply what they learn in class to real life situations. The relevance of the case studies points to authentic
learning (Herrington, Oliver, & Reeves, 2003). Authentic learning experiences comprise complex tasks
that have real-world connections. The relevance of the cases may have affected student motivation.
Relevance is recognized as an important factor in student motivation by many motivation theories and
models such Expectancy-Value Theory (Atkinson, 1964) and the ARCS design (Keller, 1987). Another
factor that may have affected student motivation is the fact that students’ responses to cases were
published on a website. When students have an audience beyond the teacher for their work, they are likely
to be more motivated.
Another reason for the success of the project could be the point system used on the website.
Several students mentioned that the point system allowed them to control the progress they made on the
task. Students were asked to collect a minimum of 100 points on the website and they were able to check
the number of points they made when they wished. Another feature of the point system that may have
contributed to the success of the project could be that good responses received extra points when they
were marked as useful by others.
Finally, the setup of the website may have contributed to the positive feedback received from
students. Many students mentioned how easy it was for students to navigate the website. Students could
view the case studies with two clicks. They could check the points they accumulated with an additional
click. The design of the website made it very predictable for the students to move from one place to next.
Therefore, the simplicity of the website was a positive aspect of the teacherserver.com.
The findings of this study show that providing students with case studies in an online
environment was effective. Technology is integrated into all aspects of our lives. Students in colleges and
universities are part of a generation that is connected to others through many online means. Asking
students to respond to case studies on a website was asking them to go to a familiar environment. To
illustrate, it may be easier for a student who is on Facebook to open a new browser and access the cases
than to leave the computer and open a book.
Providing students with a large number of case studies from which they could choose the ones
they want to respond to gives students a sense of autonomy. Cases were written on a variety of issues.
Therefore, if students were not comfortable responding to cases on a certain topic, they could find cases
on a large number of other topics. Moreover, the technology used in the study allowed the students to see
others’ responses which may have given them a sense of security when they saw responses of people who
had similar perspectives on these controversial issues.
Based on the information collected from students, the researchers believe that using the case
study method in an online environment using an application like teacherserver.com is an effective
approach. The specific implementation can be adjusted depending on how the course is structured. While
some people may find it useful to integrate case studies into a short period of the course, others may find
it useful to spread this activity throughout the semester.
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