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| Describes the circumstances in which some studentsm primarily those from socially, culturally, and linguistically marginalized and poor families, achieve less that other students |
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| African American implies culture rather than color; Black includes people of African descent from all around the world |
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| Contributions approach level |
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Typically one class one period
Includes study of ethnic heroes, holidays, and/or foods
superficial level
celebrating a holdiay (like cinco de mayo) |
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| Assume that some children, because of genetic, cultural or experiential differences, are inferior to other children |
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| Demographis profile of teacher candidates |
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Women of Euro-American discent
93% of elementary majors and 75% of secondary majors are reported to be women
75% of public school teachers were women in the 1999-2000 school year
Middle Class
Rural or suburban communities |
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| Result (equity is the process) |
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| White people generally think of themselves as the norm and seldom think of themselves as an ethnic group. European American challenges whites to see themselves as ethnic. Everybody has a culture |
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| General Characteristics of prospective teachers |
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Typical demographic profile of teacher education candidates
General orientations held by prospective teachers |
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| Goals of mutlicultural education |
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Confront inequality and promote access to an equal education
Raise the achievement of all students and provide them with an equitable and high-quality education
Promote democracy by preparing students to contribute to society |
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| Refusing to accept rigid categorization based on culture, race, or other kind of social grouping that is constantly changing. |
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| Key assumptions of multicultural educations |
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Students learn in different ways
Teachers recognize and respond to these differences
Must be understood whithin its larger, personal, social, historical and political context
It is everyone (regardless of ethnicity, race, language, social class, religion, gender, sexual orientation, ability and other differences) |
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| People of Latin American and Caribbean Spanish speaking heritage |
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Refers to educational policies and practices that not only recognize but also affirm human differences and similarities associated with gender, race, ethnicity, nationality, disability, and class
Refers to the overarching ideas that all students ought to experience an equal opportunity to learn |
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| Narrow framework of reference/experience |
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| National Center for Education Statistics. Primary federal entity for collecting and analyzing data related to education |
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| Used as overarching term to encompass: American Indians, African Americans, Latinos, and Asian Americans. Implies important connections among the groups and underlines some common experiences in the US. Also implies a common historical experience for all groups which an illusion. Light skinned ethnically diverse people risk implying that they have experienced the same level virulent racism as their darker skinned compatriots |
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| Preferences for future practice |
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| Social construct; Socially and not biologically determined |
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| Social action approach/level |
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View issues from multiple perspectives
Become involved; problem-solve
(environmental issues and conservation) |
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| Sociopolitical context of society |
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| Includes laws, regulations, policies, practices, traditions, and ideologies |
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| Transformation approach/level |
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Views events and issues from different perspectives
Structure of curriculum is changed or transformed
(viewing westward expansion of europeans via the eyes of native americans) |
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2005-2006, reading and math assesments (grades 3-8) required annually
2007-2008 science assesments ( in elementary, middle, and high) started being used
Each state decides on which test to use and what "proficient" (or passing) is
2013-2014, all students were suppossed to be proficient in reading and math; unattainable |
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| Legislation where federal financial incentives were provided to schools that initiated bilingual education programs. Some refer to as a "carrot approach." It expired in 2002 and was not renewed |
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| Includes the knowledge, attitudes, values, customs, behavior patterns that characterize a social group |
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| Refers to a person's ancestry; the way people identify themselves with the nation they or their ancestors came from. It is a component of culture |
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| Gender and classroom practice |
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Encourage equal participation
Could call on everyone in class individually and by name, regardless of whether their hands are raised
Make an effort to present cases of men and women in non-stereotypical roles (women engineers)
Encourage girls to pursue science-related careers and boys to consider careers in non traditional male friends ( nursing) |
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| Approach through which students are instructed in both languages in a dual language classroom setting ideally from K-12. It also places the greatest emphasis on using and sustaining the first language while teaching english |
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Special units and topic anout various gruops added to curriculum
No substantial change; one week or month
Additions made are often as a special week or month of study
(women's history month) |
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| Refers to the entire western hemisphere; and to all people living in North, central, and south america |
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| Diversity dimensions/categories |
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| General orientations of prospective teachers |
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Always changing
Reflection of societal changes
Mirrors social, economic, and political events |
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| The term Native American became a term in the 60's for the original inhabitants of North America due to these people's determination to name themselves and have others recognize them as the original inhabitants of this land |
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No Child Left Behind
Signed into law Jan 8 2002
Latest version of the 1965 Elementary and Secondary Education Act (ESEEA)
Most significant Federal Education policy initiative in a generation
Set deadlines for states to expand the scope and frequency of student testing, revamp their accountability systems and take steps to guarantee taht every teacher is qualified |
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| Public school student population |
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| Twin challenges of equality and excellence |
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| Refers to the use of two languages for instruction |
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| Refers to different ways of communicating and potential miscommunication |
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| Males and females are different; generally to be celebrated according to Kauchak and Eggen |
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| Discrimination based on gender that limits the growth possibilities of either males or females |
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Flexible
phrase of choice
sorts students based on capability but the grouping may vary
Practice of sorting students of similar abilities into groups and attempting to match instruction to each group |
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| Between-class ability grouping |
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| The ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities |
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| Including all students, even those with severe disabilites, in regular education classroom |
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| Capacity to acquire and use knowledge, solve problems, reason, and abstract |
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| Intrapersonal Intelligence |
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| Can concisely be described as "self-smart" |
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| Logical-mathematical Intelligence |
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| Refers to an effort to move children out of special education classroom into regular education calssrooms to the maximum extent possible; placing students who have special needs in regular classroom setting for at least part of the day; refers to the practice of moving students with exceptionaliites from segregated settings into regular eudcation classroom for selected activites; in past, it referred to placing students with special needs into regular education setting for non-academic periods (lunch); popular in the 70's |
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| Nondiscrimatory education |
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| Education for all handicapped children act (1975) |
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| Instruction designed to meet the unique needs of students with exceptionalities |
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Method of placing students according to their ability in homogeneous classes of learning experiences.
Placing students in a series of classes or curricula on the basis of ability and career goals; groupings are across content areas.
According to Oakes, some form of tracking exists in most middle, junior high, and high schools |
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| Working with students who have LD |
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| Students are in danger of failing to complete their education with the skills necessary to function effectively in modern society. They are students who experience problems such as divorced families, poverty, and alcohol or child abuse. Effective schools for these students focus on personal responsibility, cooperation, and mutual respect between teacher and students |
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| New form of bullying that occurs when students use electronic media to harass or intimidate other students |
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| Serve as family resource centers that provide a range of social and health services |
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| Children who return home to empty houses after school and are left alone until parents/guardians arrive from work |
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| Comprised of managers, admisitrators, white-collar workers who perform nonmanual work |
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| They are students who experience detrimental conditions but are able to rise above and succeed |
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| Socio Economic Status (SES) |
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| The combination of family income, parents' occupations and level of parental education. It influences school success in a number of ways, but has its most powerful influence at the lower income levels. |
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| Third leading cause of teen death, surpassed by car accidents and homicide |
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| People with low incomes who continually struggle with economic problems |
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| Policies call for students to reviece automatic suspensions or expulsions as punishment for certain offenses, primarily those involving weapons, threats, or drugs |
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| Single-sex classes and schools |
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| Whenever you work with students, you should avoid these; remember that your students are individuals and should treat them as such |
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| Bodily-kinesthetic intelligence |
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| Refers to a movement to eliminate school tracking practices (having heterogeneous NOT homogeneous) |
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| Refers to recognizing, using, understanding, and managing emotions; children who have low EQ "social outcasts" |
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| Refers to learners who need special help to reach their full potential (and includes students with disabilities and giftedness) |
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Book "Frames of Mind" in 1985
Theory of Multiple Intelligences (MI's)
Question is no longer, "How smart is this student", but rather, "How is this student smart?" |
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| Federal law passed in the 1990's, which extends full educationa services and provision to people identified with disabilities; delineates 13 categories of disabilites |
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Individualized Educational Plan
Each child with a disability is to have an IEP, a written document developed by a team of people that specifies goals, objectives, services, and educations for a student who has a disability and IDEA eligible |
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| Interpersonal intelligence |
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| Least Restrictive Environment; Principle of special education that protects students with disabilities from being inappropriately segregated; it calls for the program best suited to meeting a student's special needs without segregating the student from the regular educational program |
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| Principles of special education |
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| Priniciple of special education that states that no child with disabilities may be denied a free, appropriate, public education (FAPE) |
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| More common in middle shcool than in any other grade level. It is a more subtle form of school violence that involves the systematic or repitious abuse of power between students |
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| Violence in schools declining. Usually gang related; declines with higher grades; mostly seen middle schools than any other grades |
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| A direct result of poverty. Between 50,000 and 1 million children are homeless. Homeless children are 3x more likely to repeat a grade and 4x more likely to drop out of school than other children |
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| Class composed of people who make less than $25,000, have a high school education or less, and work in low-paying, entry level jobs |
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| national school lunch program |
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| Household income levels that represent the lowest earnings required to meet basic living needs |
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| Steps to help at-risk students |
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| Consists of highly educated, highly paid professionals who generally have an income of over $170,000 |
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| Includes blue collar workers who perform manual labor. Comprised of people with incomes of $25,000 to $40,000, and half own a home |
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| Over a lifetime, a high school dropout earns $260,000 less than someone with a GED or high school diploma |
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| 70% said they weren't motivated or inspired to work hard; half said their classes weren't interesting; and two-thirds identified a lack of a challenge |
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