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The highest educational objective of affective domain is characterization, which refers to the level of character development where individuals’ behaviors and values remain consistent. Because the educational objectives of affect are categorically different from cognitive educational objectives, an alternative pedagogical conceptualization that integrates teaching, learning, and evaluating aspects of character development is essential in multicultural education. The current action research presents: 1) a rubric of multicultural education journal writing that evaluates the quality of students’ journals; 2) coherent journal topics and accessible resources for journal entries; and 3) exemplary student journals that sufficiently meet the criteria of rubric, topic, and resource requirements. The presented rubric, topics, resources, and actual student journal examples may serve as a model that both multicultural education teachers and students alike can utilize in their teaching and learning practices.