Teaching Diversity:
Influences & Issues
in the Classroom
|
Instructor Name: |
Dr. Karen Lea |
|
Phone: |
509-891-7219 |
|
Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
|
Email: |
|
|
Address: |
Virtual Education Software |
|
|
23403 E Mission Avenue, Suite 220F |
|
|
Liberty Lake, WA 99019 |
|
Technical Support: |
Introduction
Welcome to Teaching
Diversity: Influences & Issues in the Classroom, an interactive
computer-based instruction course designed to give you the knowledge and tools
to facilitate a diverse classroom effectively. This course will help you
understand and identify differences in approaches to learning and performance,
including different learning styles and ways in which students demonstrate learning.
This course will emphasize understanding how students’ learning is influenced
by individual experiences, talents, disabilities, gender, language, culture,
family, and community values. You will be challenged to apply knowledge of the
richness of contributions from our diverse society to your teaching field.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical
support information can be found, in the Help section
of your course.
|
Title: |
Teaching Diversity: Influences &
Issues in the Classroom |
|
Publisher: |
Virtual Education Software, inc.
2005, Revised 2010, Revised 2014, Revised 2017, Revised 2020 |
|
Instructor: |
Dr. Karen Lea |
Academic Integrity
Statement
The
structure and format of most distance-learning courses presume a high level of
personal and academic integrity in completion and submission of coursework.
Individuals enrolled in a distance-learning course are expected to adhere to
the following standards of academic conduct.
Academic Work
Academic work submitted
by the individual (such as papers, assignments, reports, tests) shall be the
student’s own work or appropriately attributed, in part or in whole, to its
correct source. Submission of commercially prepared (or group prepared)
materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will
encourage honesty in others by refraining from providing materials or
information to another person with knowledge that these materials or
information will be used improperly.
Violations of these academic
standards will result in the assignment of a failing grade and subsequent loss
of credit for the course.
Level of Application
This course is designed
to be an informational course with application to educational settings. The
strategies were designed to be used to aid in teaching students in a diverse
classroom ranging from K-12. The strategies are general in nature, are not
intended to be prescriptive, and are not intended to be used as a formula. As
is true of all information, the information covered in this course should not
be used to stereotype any students based on cultural, ethnic, gender, etc.
differences.
Learning Outcomes:
As a result of this course,
participants will demonstrate their ability to:
·
Reflect through online exams how participants can combine and apply their
knowledge of
learning styles and
teaching theories in a multicultural classroom. Participants will be challenged
to honestly
evaluate their own
attitudes and teaching, and to change those if necessary
in order to teach so that all students
succeed in their
classrooms.
·
Analyze how poverty
issues in our society affect the students in classrooms.
·
Gather information from
several sources on individual student
cultures, knowledge, skills, language proficiencies,
and interests.
·
Gather information from
several sources on individual students’ special needs.
·
Discuss development
patterns of classroom interactions that are friendly and demonstrate general caring and respect.
·
Apply a system that responds successfully
to disrespectful behavior among students.
·
Employ behavioral intervention to remediate disruptive, negative, and/or
self-destructive behavior.
·
Employ positive framing
to model and reinforce appropriate student behavior and redirect inappropriate
student behavior.
·
Initiate regular
communication with families to discuss class and
individual activities.
Course Description
This course is designed to help classroom teachers, school
counselors, and other educational personnel gain strategies to understand how
our diverse society influences student learning in the classroom. Participants
will explore issues of culture, gender, and individuals with exceptionalities,
and how these affect a student’s learning and behavior in the classroom.
The course is divided into four chapters. At the completion
of each chapter, there will be an examination covering the material. Students
must complete the examination before proceeding to the next chapter. This
sequential approach to learning will help all participants to gain a better
understanding of what they have learned as they proceed through the course.
Although this course is a
presentation of societal issues and how these affect the classroom, there is
certainly a wealth of research and topics not covered in the scope of this
course. The instructor highly recommends that you augment your readings from
this course with further research to gain a fuller understanding of the
complexities of this subject. In addition to what is required in this course
and your individual research, the instructor recommends that you read research
from the authors found in the reference section of this syllabus.
Student Expectations
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course.
*Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any section on which your examination
score was below 50%.
·
Retake any examination,
after completing an information review, to increase that examination score to a
minimum of 50%, making sure to also be achieving an overall exam score of a
minimum 70% (maximum of three attempts). *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Course Overview
Chapter 1: Teaching in a Diverse Classroom – This chapter explores how our society
has changed, the diversity of our society as a whole, and the diversity of the
community in which the participant lives and works.
Chapter 2: Race,
Ethnicity & Culture – This chapter explores research norms about race,
ethnicity, and culture while challenging individuals to refrain from using this
information to stereotype, but instead to use it as a foundation to start
understanding people as individuals. Participants are challenged to evaluate their own attitudes
and teaching honestly, and to change them if necessary in order to teach so
that all students succeed in their classrooms.
Chapter 3: Gender
Differences & Gang Influences – This chapter explores research
norms about gender differences while challenging individuals to refrain from
using this information to stereotype. Participants are challenged to evaluate their own attitudes
and teaching honestly, and to change them if necessary in order to teach so
that all students succeed in their classrooms. In addition, the influence of gangs is discussed.
Chapter 4: Socioeconomic
Issues & Social Justice – This chapter explores socioeconomic issues in our society
and how they affect the students in your classroom while challenging
individuals to refrain from using this information to stereotype. Participants
are challenged to evaluate their own attitudes and teaching honestly, and to
change them if necessary in order to teach so that all
students succeed in their classrooms.
Examinations
At the end of each
chapter, you will be expected to complete an examination designed to assess
your knowledge. You may take these exams a total of three times. Your last score will save, not the highest
score. After your third attempt, each
examination will lock and not allow further access. The average from your
exam scores will be printed on your certificate. However, this is not your final grade since
your required writing assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy in
the course syllabus, will affect your grade.
As this is a self-paced computerized instruction program, you may review
course information as often as necessary. You will not be able to exit any
examinations until you have answered all questions. If
you try to exit the exam section before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Writing Assignments
All assignments are
reviewed and may impact your final grade. Exceptionally or poorly written assignments, or violation of
the Academic Integrity Policy (see course syllabus for policy), will affect
your grade. Fifty percent of your grade is determined by your writing
assignments, and your overall exam score determines the other fifty
percent. Refer to the Essay Grading Guidelines which were sent as
an attachment with your original course link. You should also refer to the Course Syllabus Addendum which was sent as
an attachment with your original course link, to determine if you have any
writing assignments in addition to the Critical Thinking Questions (CTQ) and
Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing assignments
must meet the minimum word count and are not to include the question or your
final citations as part of your word count.
In other words, the question and citations are not to be used as a means to meet the minimum word count.
Critical Thinking
Questions
There are four CTQs that you are
required to complete. You will need to write a minimum of 500 words (maximum
1,000) per essay. You should explain how the information that you gained from
the course will be applied and clearly convey a strong understanding of the
course content as it relates to each CTQ.
To view the questions, click on REQUIRED ESSAY and choose the CTQ that
you are ready to complete; this will bring up a screen where you may enter your
essay. Prior to course submission, you
may go back at any point to edit your essay, but you must be certain to click
SAVE once you are done with your edits.
You must click SAVE
before you write another essay or move on to another part of the course.
Journal Article
Summations
You are required to write, in your own
words, a summary on a total of three peer-reviewed or scholarly journal
articles (one article per JAS), written by an author with a Ph.D., Ed.D. or
similar, on the topic outlined within each JAS section in the “Required Essays”
portion of the course (blogs, abstracts, news articles or similar are not
acceptable). Your article choice must relate specifically to the discussion topic
listed in each individual JAS. You will choose a total of three relevant
articles (one article per JAS) and write a thorough summary of the information
presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the
journal name, volume, date, and any other critical information to allow the
facilitator to access and review each article.
To write your summary, click on
REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing
program will automatically launch where you can write your summary. When you
are ready to stop, click SAVE. Prior to course submission you may go back at
any point to edit your summaries but you must be
certain to click SAVE once you are done with your edits. For more information
on the features of this assignment, please consult the HELP menu.
You must click SAVE before you write another summary or move
on to another part of the course.
Instructor Description
Karen
Lea holds a Ph.D. in education. Dr. Lea has fifteen years’ experience teaching
at the K-12 level and another fourteen years’ experience teaching education
courses at the undergraduate and post-graduate level. Currently she is an Assessment Developer at Western Governor's
University. Dr.
Lea has been
professionally
published over fifteen times and has served on over a dozen panels and boards,
including serving on the NCATE (CAEP) Board of Examiners.
Contacting the Instructor
You may contact the instructor by emailing karen_lea@virtualeduc.com or by calling (509) 891-7219, Monday through Friday, 8:00
a.m. - 5:00 p.m. PST. Phone messages
will be answered within 24 hours. Phone conferences will be limited to
ten minutes per student, per day, given that this is a self-paced instructional
program. Please do not contact the instructor about technical problems, course
glitches, or other issues that involve the operation of the course.
Technical Questions
If you have questions or problems related to the operation
of this course, please try everything twice. If the problem persists
please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your
course.
If you need personal assistance
then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please
know your course version number (it is located at the bottom left side of the
Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have
further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course
Completion Information, Items to be Submitted and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
Bibliography
Alber,
R. (2017) Gender equity in the classroom.
Retrieved from https://www.edutopia.org/blog/gender-equity-classroom-rebecca-alber
Allen, M. L., Rosas-Lee,
M., Ortega, L., Hang, M., Pregament, S., and Pratt,
R. (2016). They just respect you for who you are: Contributors to educator
positive youth development promotion for Somali, Latino, and Hmong students. Journal of Primary Prevention, 37(1),
pp. 71–86. doi:10.1007/s10935–015–0415–2
Appleton, J. (2019).
Student well-being: Teaching with empathy and staff collaboration. Reflective
Practice in Teaching, 165–170. doi:10.1007/978–981–13–9475–1_24
Atiles, J. T., Douglas, J. R., & Allexsaht-Snider. (2017). Early childhood teachers’ efficacy in the US rural Midwest:
Teaching culturally diverse learners. Journal for Multicultural
Education, 11(2), 119–130. doi:10.1108/JME-10–2015–0032
Banks, J. A. (Ed.).
(1996). Multicultural education
transformative knowledge & action: Historical and contemporary perspectives. New York, NY: Teachers College Press.
Banks, J. A. (2016). Cultural diversity and education: Foundations,
curriculum, and teaching.
Boston, MA: Pearson, Allyn and Bacon.
Banks, J. A. (2019). An introduction to multicultural education (6th ed.). Boston, MA: Allyn and Bacon.
Banks, J. A., &
Banks, C. A. M. (2019). Multicultural
education: Issues and perspectives. Boston, MA: Allyn and Bacon.
Banks, T., Obiakor, F. E., & Algozzine,
B. (2017). Preparing leaders to work with
students with diverse learning needs. Retrieved from https://books.google.com/books?hl=en&lr=&id=Odg1DwAAQBAJ&oi=fnd&pg=PA39&ots=SPo8gNc4f1&sig=ygF_dIE2eBkuV1bMjOQI15iBH2o#v=onepage&q&f=false
Barber, C. (2009). Don’t
know much about Native American students. Teacher Librarian, 36(3), 35–36.
Baron-Cohen, S. (2005).
The essential difference: The male and female brain. Phi Kappa Phi Forum, 85(1), 23–27.
Barrett, M., Magas, C.
P., Gruppen, L. D., Dedhia, P., & Sandhu, G.
(2017). It’s worth the wait:
Optimizing questioning methods for effective intraoperative teaching. ANZ Journal of Surgery, 84(708), 541–546. doi:10.1111/ans.14046
Beegle, D. M. (2017). Communication across barriers [website].
combarriers.com
Bennett, C. (2015). Comprehensive multicultural education: Theory and
practice. Boston, MA: Allyn and
Bacon.
Blevins, J. A. (2017). The exploration of teacher efficacy and
influences of context at two rural Appalachian high schools [Doctoral
dissertation]. Lexington, University of Kentucky. doi.10.13023/ETD.2017.283
Bonomo, V. (2010). Gender matters in elementary education:
Research-based strategies to meet the distinctive learning needs of boys and
girls. Educational Horizons, 88(4),
275–264. Retrieved from https://eric.ed.gov/?q=EJ895692&id=EJ895692
Brannon, L. (2017). Gender: Psychological perspective (5th ed.). Boston, MA: Pearson.
Brown, D. F. (2004).
Urban teachers’ professed classroom management strategies: Reflections of
culturally responsive teaching. Urban Education, 39(3), 266–289. doi:10.1177/0042085904263258
Brown, K. L. (2003). From
teacher-centered to learner-centered curriculum: Improving learning in diverse
classrooms. Education, 124(1), 49–54. Retrieved from https://www.questia.com/library/journal/1G1–108911203/from-teacher-centered-to-learner-centered-curriculum
Brown, N., Morehead, P.,
& Smith, J. B. (2008). . . . But I
love children: Changing elementary teacher candidates’ conceptions of the
qualities of effective teachers. Teacher Education Quarterly, 35(1), 169–183. Retrieved from https://pdfs.semanticscholar.org/10a8/65ad359e67d8d923f02d30763b3758fcef11.pdf
Burney, V. H., & Beilke, J. R. (2008). The constraints of poverty on high
achievement. Journal for the Education
of the Gifted, 31(3), 171–198.
doi:10.4219/jeg-2008-771
Caplan, P. J., &
Caplan, J. B. (2016). Thinking
critically about research on sex and gender. Boston, MA: Pearson.
Carrasco, C., Alarcón, R., & Trianes, M. V.
(2017). Social adjustment and
cooperative work in primary education: Teacher and parent perceptions. Journal of Psychodidactics
(English edition), 23(1). doi:10.1016/j.psicoe.2017.02.001
Carrier, S. J. (2009).
Environmental education in the schoolyard: Learning styles and gender. Journal of Environmental Education, 40(3), 2–13. doi:10.3200/JOEE.40.3.2-12
Carter, N. (2016). What instructional strategies are effective
for increasing vocabulary for English language leaners
in a preschool classroom? [Doctoral dissertation]. St. Paul, Minnesota,
Hamline University. Retrieved from https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=5246&context=hse_all
Cohen, C. B. (2000). Teaching about ethnic diversity. Retrieved from https://www.ericdigests.org/pre-924/ethnic.htm
Colker, L. J. (2008). Twelve characteristics of effective early
childhood teachers. Young Children, 63(2), 68–73.
Constantinou, P. (2013).
Heightening our awareness of gender stereotypes. Strategies: A Journal for Physical and Sports
Educators, 21(3), 38–35.
Council
of Chief State School Officers. (2019, March 21). Measuring school climate
and social and emotional learning and development. Retrieved from https://ccsso.org/resource-library/measuring-school-climate-and-social-and-emotional-learning-and-development
Fleming, W. C. (2006).
Myths and stereotypes about Native Americans. Phi Delta Kappan, 88(3), 213–217. Retrieved
from http://www.pdkmembers.org/members_online/publications/Archive/pdf/k0611fle.pdf
Fleming. W. C. (2007). Getting past our myths
and stereotypes about Native Americans. Education
Digest, 72(7), 51–57. doi:10.1177/003172170608800319
Florian, L. (2017). Teacher education for
the changing demographics of schooling: Inclusive education for each and every learner. In L. Florian & N. Pantić (Eds.), Teacher education for the changing
demographics of schooling: Inclusive learning and educational equity (Vol.
2, pp. 9–20). Dordrecht: Springer, Cham.
Fram,
M. S., Miller-Cribbs, J. E., & Horn, L. V. (2007). Poverty, race and the contexts of achievement: Examining educational
experiences of children in the U.S. South. Social Work, 52(4), 309–319.
Hammond, Z. (2015). Culturally responsive teaching and the
brain. Thousand Oaks, CA: Corwin.
Gay, G. (2017). The importance of multicultural education. Educational leadership: Journal of the
Department of Supervision and Curriculum Development, 61(4), 30–35. Retrieved from http://pdo.ascd.org/lmscourses/PD11OC123/media/Diversity_Eff_Teaching_M1_Reading_Importance_of_Multicultural_Ed.pdf
Gershenson, S., & Papageorge, N. (2018). The power of teacher
expectations: How racial bias hinders student attainment. Education Next, 18(1).
Retrieved from https://www.educationnext.org/power-of-teacher-expectations-racial-bias-hinders-student-attainment/
Ghidina, M. (2019). Deconstructing
victim-blaming, dehumanization, and othering: Using empathy to develop a
sociological imagination. Teaching Sociology, 47(3), 231–242. doi:10.1177/0092055X19843978
Godwin, A. (2007). Infecting your kids with integrity. Retrieved from https://peopleproblems.org/the-drama-review-december-9-2018/
Godwin, A. (2011). How to solve your people
problems: Dealing with your difficult relationships. Eugene, OR: Harvest House.
Gollnick, D. M., & Chinn, P. (2017). Multicultural education in a pluralistic society. Upper Saddle River, NJ: Pearson.
Grissom, J. A., &
Redding, C. Discretion and disproportionality:
Explaining the underrepresentation of high-achieving students of color in
gifted programs. (2016). AERA Open. doi:10.1177/2332858415622175
Gurian, M. (2011). Boys and girls learn differently! A guide for teachers and
parents. San Francisco, CA:
Jossey-Bass.
Gurian, M. (2003). The boys
and girls learn differently action guide for teachers.
San Francisco, CA: Jossey-Bass.
Gurian, M., & Stevens, K. (2005). With boys and girls in mind.
Educational Leadership, 62(3). Retrieved from http://www.ascd.org/publications/educational-leadership/nov04/vol62/num03/With-Boys-and-Girls-in-Mind.aspx
Gurian, M., & Stevens, K. (2017). The minds of boys and girls: A brain
based approach. [DVD]. Available at https://www.michaelgurian.com/products/minds-boys-girls-brain-based-approach-mp3s/
Gurian, M., Stevens, K., & King, K. (2008). Strategies for teaching boys and girls: Secondary
level. San Francisco, CA:
Jossey-Bass.
Hajducky, J. (2018, September 27). Here’s how
teachers can help students overcome stereotype threat.
Educationpost. Retrieved from https://educationpost.org/heres-how-teachers-can-help-students-overcome-stereotype-threat/
Hammond,
Z. (2015). Culturally responsive teaching and the brain. Thousand Oaks,
CA: Corwin.
Heemskerk, I., ten Dam,
G., Volman, M., & Admiraal, W. (2009). Gender
inclusiveness in educational technology and learning experiences of girls and
boys. Journal of Research on
Technology in Education, 41(3), 253–277. doi:10.1080/15391523.2009.10782531
Himmele, P., & Himmele, W. (2013). Total participation techniques: Making every
student an active learner (2nd
ed.). Alexandria, VA: ASCD.
Hollingshead, A. Kroeger,
S. D., Altus, J., & Trytten, J. B. (2016). A case
study of positive behavior supports-based interventions in a seventh-grade urban
classroom. Preventing School Failure:
Alternative Education for Children and Youth, 60(4).
doi:10.1080/1045988X.2015.1124832
Holt, C. B., &
Garcia, P. (2005). Preparing teachers for children in poverty: The Nashville
district picks up the mantle for qualified instruction in high-need schools. School Administrator, 62(11), 22–26.
Horn, D. (2019). The role
of empathy in teaching and tutoring students with learning disabilities. Pedagogy,
19(1), 168–179. doi:10.1215/15314200-7173839
Irvine, J. J. (2001). Caring, competent teachers in complex classrooms. Washington DC: AACTE.
James. A. N. (2015). Teaching the male brain: How boys think, feel, and
learn in school. Thousand Oaks, CA:
Corwin.
Jihan, R., Venkatesh, V.,
Borokhovski, E., Pickup, D., Varela, W., & Mercier,
J. (2017). At the intersection of gender
& technology: A meta-analysis. Spectrum Research Repository.
doi:10.18848/1832-3669/cgp/v13i03/1-32
Jones, L. R. (2008,
September 3). Teaching secrets: Bridging the gender gap. Teachermagazine.org. Retrieved from http://www.teachermagazine.org/tm/articles/2008/09/03/01tln_jones.h20.html
Kitano, M. K., &
Perkins, C. O. (2000). Gifted European American women. Journal of the Education of the Gifted, 23(3), 287–313.
Larson, K. (2016).
Classroom management training for teachers in urban environments serving
predominately African American students: A review of the literature. Urban Review, 48(1), 51–72.
doi:10.1007/s11256-015-0345-6
Lewis, A. D. (2017). Social class and
race in the classroom. In Preservice teachers, social class, and race in
urban schools (Chapter 2). New York, NY: Palgrave Pivot.
Luft,
J. A., & Dubois, S. L. (2017). Essential instructional practices for
science teaching. In K. S. Taber & B. Akpan (Eds.), Science education:
New directions in mathematics and science education (pp. 235–245).
Rotterdam: SensePublishers.
Lynch, M. (2016, August 19). The 4
characteristics of a healthy school culture. The Edvocate.
Retrieved from https://www.theedadvocate.org/the-4-characteristics-of-a-healthy-school-culture/
Macionis, J. J. (2017). Sociology. Upper Saddle River, NJ: Pearson Prentice Hall.
Manning, M. L., & Baruth, L. G. (2017). Multicultural education of children and adolescents. Boston, MA: Pearson.
Marquis-Hobbs, T. (2014).
Enriching the lives of students in poverty. Education
Digest, 80(4), 34–39.
Matthiessen, C. (2015,
August 27). Why diversity in classrooms matter. Great Schools.org. Retrieved from https://www.greatschools.org/gk/articles/why-diversity-in-classrooms-matters/
Meacham, M., &
Stokes, T. (2008). The life development of gang members: Interventions at
various stages. Forensic Examiner, 17(1), 34–39.
Meckler,
L., & Rabinowitz, K. (2019). America’s schools are more diverse than ever.
But the teachers are still mostly white. Washington Post. Retrieved from
https://www.washingtonpost.com/graphics/2019/local/education/teacher-diversity/
Meyers, S., Rowell, K.,
Wells, M., & Smith, B. C. (2019). Teacher empathy: A model of empathy for
teaching for student success. College Teaching, 67(3), 160–168.
doi:10.1080/87567555.2019.1579699
Miller, M. (2007). Differentiated reading instruction and classroom
management structures that promote reading development [Doctoral dissertation]. Gainesville,
University of Florida. Retrieved from https://pdfs.semanticscholar.org/b2e9/52eb2099d8ea06f13917b2042468a8ce0495.pdf
Montuoro P., & Lewis, R. (2017). Personal
responsibility and behavioral disengagement in innocent bystanders during
classroom management events: The moderating effect of teacher aggressive
tendencies. Journal of Educational Research,
111(4), 439–445. doi:10.1080/00220671.2017.1291486
Moore, J., &
Hagedorn, J. (2001). Female gangs: A focus on research. OjjDP Juvenile Justice Bulletin. Retrieved from https://eric.ed.gov/?q=ED452295&id=ED452295
Moran, R. T., Abramson,
N.R., & Moran, S. V. (2014). Managing
cultural differences (9th ed.). London,
UK: Routledge.
National Center for
Education Statistics. (2017). The
condition of education. Retrieved from https://nces.ed.gov/programs/coe/indicator_cge.asp
Neary,
A. (2019, August 20). Critical imaginaries of empathy in teaching and learning
about diversity in teacher education. Teaching Education.
doi:10.1080/10476210.2019.1649648
Obiakor, F. E. (2001). It even happens in “good” schools: Responding to cultural
diversity in today’s classrooms. Thousand Oaks, CA: Corwin Press.
O'Meara, N., Fitzmaurice, O., and
Johnson, P. (2017). Old Habits Die Hard: an uphill struggle against rules
without reason in mathematics teacher education. Eur. J. Sci. Math.
Educ. 5, 91–109. https://www.scimath.net/article/old-habits-die-hard-an-uphill-struggle-against-rules-without-reason-in-mathematics-teacher-education-9500
O’Neal, E. N., Decker, S.
H., & Moule, R. K. (2016). Girls,
gangs, and getting out: Gender differences and similarities in leaving the gang.
Youth Violence and Juvenile Justice, 14(1), 43–60.
doi:10.1177/1541204014551426
Parenteau,
S. (2019). Teaching empathy [Capstone project]. University of
California, Monterey Bay. Retrieved from https://digitalcommons.csumb.edu/caps_thes_all/432
Patton, B. A., Fry, J.,
& Klages, C. (2008). Teacher candidates’ and
master math teachers’ personal concepts about teaching mathematics. Education, 128(3), 486–497.
Peterson, R. D., &
Howell, J. C. (2013). Program approaches for girls in gangs: Female specific or
gender neutral. Criminal Justice Review,
38(4), 491–509. doi:10.1177/0734016813510935
Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L.
(2017). Sticky schools: How to find and
keep teachers in the classroom. Phi
Delta Kappan, 98(8), 19–25.
doi:10.1177/0031721717708290
Pogrow, S. (2006). Restructuring high-poverty elementary schools
for success: A description of the hi-perform school
design. Phi Delta Kappan, 88(3), 223–229. doi:10.1177/003172170608800323
Reiter, A. (2017). Helping undergraduates learn to read
mathematics. Mathematical Association of America. Retrieved from https://www.maa.org/node/121566
Roberts, S. A., Bianchini,
J. A., Lee, J. S., Hough, S., & Carpenter, S. L. (2017). Developing an
adaptive disposition for supporting English language learners in science: A
capstone science methods course. In A. Oliveira & M. Weinburgh
(Eds.), Science teacher preparation in content-based second language
acquisition (pp. 79–95). ASTE Series in Science Education. Dordrecht:
Springer, Cham.
Ronen, K. K. (2020).
Empathy awareness among pre-service teachers: The case of the incorrect use of
the intuitive rule “Same A–Same B.” International Journal of Science and
Mathematics Education, 18(2), 183–201. doi:10.1007/s10763-019-09952-9
Salsbury, D. E. (2008). A strategy for preservice teachers to
integrate cultural elements within planning and instruction: Cultural
L.I.V.E.S. Journal of Social Studies
Research, 32(2), 31–40. Retrieved
from https://eric.ed.gov/?id=EJ829406
Sax, L. (2017). Why gender matters: What parents and teachers need to
know about the emerging science of sex differences. New York, NY: Broadway Books.
Schaefer, R. T. (2015). Racial and ethnic groups. Upper Saddle River, NJ: Pearson
Prentice Hall.
Segura-Robles, A., &
Parra-Gonzalez, M. E. (2019). Analysis of teachers’ intercultural sensitivity
levels in multicultural contexts. Sustainability, 11(1), 3137–3143.
doi:10.3390/su11113137
Sleeter, C. (2017). Un-standardizing curriculum: Multicultural teaching in the
standards-based classroom.
New York, NY: Teachers College Press.
Sousa, D. (2016). How the brain learns. Thousand Oaks, CA: Corwin Press.
Stephan, W. (1999). Reducing prejudice and stereotyping in schools. New York, NY: Teachers College Press.
Svedholm-Hakkinen, Lindeman, L., & Ojala, S. J.
(2016). Male brain type women and
female brain type men: Gender atypical cognitive profiles and their correlates.
Personality and Individual Differences,
122(1), 7–11. doi:10.1016/j.paid.2017.09.041
Taylor, T. J., Freng, A., Esbensen, F., &
Petersen, D. (2007). Gang membership as a risk factor for adolescent violent
victimization. Journal of Research Crime
and Delinquency,44, 352–380. doi:10.1177/0022427807305845
Taylor, T. J., Freng, A., Esbensen, F., &
Petersen, D. (2008). Youth gang membership and serious violent victimization:
The importance of lifestyles and routine activities. Journal of Interpersonal Violence, 23, 1441–1464.
doi:10.1177/0886260508314306
Terry, N. P., &
Irving, M. A. (2013). Cultural and linguistic diversity: Issues in education.
In R. Colarusso, C. M. O’Rourke, & M. Leontovich (Eds.), Special
education for ALL teachers (6th ed.). Dubuque, Iowa: Kendall Hunt.
Fishman-Weaver, K. (2019,
December 3). How to audit your classroom library for diversity. Edutopia.
Retrieved from https://www.edutopia.org/article/how-audit-your-classroom-library-diversity, January 2020].
Wood,
C., & Virzi, A. (2019). Teachers navigating
cultural and linguistic differences: Building empathy through participation in
immersive experience. In D. Martin & E. Smolcic
(Eds.), Redefining teaching competence through immersive programs (pp.
183–206). Basingstoke: Palgrave Macmillan. Retrieved from https://link.springer.com/chapter/10.1007/978–3-030–24788–1_7
Course content is updated every three years. Due to
this update timeline, some URL links may no longer be active or may have
changed. Please type the title of the organization into the command line of any
Internet browser search window and you will be able to find whether the URL
link is still active or any new link to the corresponding organization's web
home page.
Updated 2/11/22 JN