Influences & Issues in the Classroom
Instructor Name: Dr. Pamela Bernards, Ed.D.
Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
Technical Support: email@example.com
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.
Course Materials (Online)
Title: Teaching Diversity: Influences & Issues in the Classroom
Instructor: Dr. Pamela Bernards, Ed.D.
Publisher: Virtual Education Software, inc. 2005, Revised 2010, Revised 2014
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.
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, or gender differences.
· Demonstrate knowledge of how students’ learning is influenced by individual experiences, language, poverty, culture, and gender.
· Use information about students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences.
· Use cultural diversity and individual student experiences to enrich instruction.
As a result of this course, participants will demonstrate their ability to:
· Demonstrate through online exams 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.
· Examine and 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.
· Demonstrate through online exams how poverty issues in our society affect the students in your classroom.
· Demonstrate through online exams the development of a system that responds successfully to disrespectful
behavior among students.
· Demonstrate through online exams the use of proven methods of behavioral intervention to remediate
disruptive, negative, and/or self-destructive behavior.
· Demonstrate through online exams the use of positive framing to model and reinforce appropriate student behavior and redirect inappropriate student behavior.
· Demonstrate through online exams how to initiate regular communication with families to discuss class
and individual activities.
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 following authors:
o James Banks
o Linda Darling-Hammond
o Lisa Delpit
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%, 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 a course evaluation form at the end of the course.
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.
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. Your final grade for the course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. 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 before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
You may contact the instructor by emailing firstname.lastname@example.org 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.
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 email@example.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.
American Psychological Association. (2002). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. Retrieved from http://www.apa.org/pi/oema/resources/policy/multicultural-guideline.pdf
Banks, J. A. (Ed.). (1996). Multicultural education transformative knowledge & action: Historical and contemporary perspectives. New York, NY: Teachers College Press.
Banks, J. A. (1999). An introduction to multicultural education. Boston, MA: Allyn and Bacon.
Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching. Boston, MA: Pearson, Allyn and Bacon.
Bennett, C. (2007). Comprehensive multicultural education: Theory and practice. Boston, MA: Allyn and Bacon.
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.
Beegle, D. M. (2003). Overcoming the silence of generational poverty. Talking Points, Oct./Nov.
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 http://files.eric.ed.gov/fulltext /EJ895692.pdf
Bonvillain, N. (2007). Women and men: Cultural constructs of gender. Upper Saddle River, NJ: Pearson
Brannon, L. (2008). 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.
Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49-54.
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.
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.
Caplan, P. J., & Caplan, J. B. (2009). Thinking critically about research on sex and gender. Boston, MA: Pearson.
Carrier, S. J. (2009). Environmental education in the schoolyard: Learning styles and gender. Journal of Environmental Education, 40(3), 2-13.
Chait, R. (2009). From qualifications to results: Promoting teacher effectiveness through policy. Washington, D.C.: Center for American Progress.
Cohen, C.B. (2000). Teaching about ethnic diversity. ERIC Clearinghouse for Social Studies. ERIC #ED273539.
Colker, L. J. (2008). Twelve characteristics of effective early childhood teachers. Young Children, 63(2), 68-73.
Constantinou, P. (2008). Heightening our awareness of gender stereotypes. Strategies, 21(3), 38-35.
Cortes, C. E. (2000). The children are watching. New York, NY: Teachers College Press.
D’Souza, D. (1995). The end of racism. New York, NY: Simon & Schuster.
Darling-Hammond, L., French, J., & Garcia-Lopez, S. P. (2002). Learning to teach for social justice. New York, NY: Teachers College.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New York Press.
Diaz-Rico, L. T., & Weed, K. Z. (2006). The crosscultural language and academic development handbook. New York, NY: Pearson.
Dilg, M. (1999). Race and culture in the classroom: Teaching and learning through multicultural education. New York: Teachers College Press.
Feldman, K., & Denti, L. (2004). High-access instruction: Practical strategies to increase active learning in diverse classrooms. Focus on Exceptional Children, 36(7), 1-12.
Fleming, W. (2006). Myths and stereotypes about Native Americans. Phi Delta Kappan, 88(3), 213-217.
Fleming. W. (2007). Getting past our myths and stereotypes about Native Americans. Education Digest, 72(7), 51-57.
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.
Godley, A. J., Sweetland, J., Wheeler, R. S., Minnici, A., & Carpenter, B. D. (2006). Preparing teachers for dialectally diverse classrooms. Educational Researcher, 35(8), 30-38.
Godwin, A. (2008). How to solve your people problems: Dealing with your difficult relationships. Eugene, OR: Harvest House.
Godwin, A. (2007). Infecting your kids with integrity. The Ethics and Religious Liberty Commission. Retrieved from http://erlc.com/article/infecting-your-kids-with-integrity/
Gollnick, D. M., & Chinn, P. (2009). Multicultural education in a pluralistic society. Upper Saddle River, NJ: Pearson.
Gurian, M. (2001). 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). The minds of boys: Saving our sons from falling behind in school and life. San Francisco, CA: Jossey-Bass.
Gurian, M., & Stevens, K. (2005). With boys in mind. Educational Leadership (November).
Gurian, M., Stevens, K., & King, K. (2008). Strategies for teaching boys and girls: Secondary level. San Francisco, CA: Jossey-Bass.
Hammerberg, D. D. (2004) Comprehension instruction for socioculturally diverse classrooms: A review of what we know. The Reading Teacher, 57(7), 648-659.
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.
Holt, C. B., & Garcia, P. (2005). Preparing teachers for children in poverty. School Administrator, 62(11), 22-26.
Irvine, J. J. (2001). Caring, competent teachers in complex classrooms. Washington D.C.: AACTE.
James. A. N. (2007). Teaching the male brain: How boys think, feel, and learn in school. Thousand Oaks, CA: Corwin Press.
Jones, L. R. (2008). Teaching secrets: Bridging the gender gap. Teachermagazine.org. Retrieved from http://www.teachermagazine.org/tm/articles/2008/09/03/01tln_jones.h20.html
Jonson-Reid, M. (2009). Yes we can. Children & Schools, 31(1), 3-5.
Kalbfleisch, M. L. (2008). Getting to the heart of the brain: Using cognitive neuroscience to explore the nature of human ability and performance. Roeper Review, 30(3), 162-171.
King, S. H., & Castenell, L. A. (Eds.). (2001). Racism and racial inequality: Implications for teacher education. New York, NY: AACTE.
Kitano, M. K., & Perkins, C. O. (2000). Gifted European American women. Journal of the Education of the Gifted, 23(3), 287-313.
Levin, B. (2007). Schools, poverty, and the achievement gap. Phi Delta Kappan, 89(1), 75-76.
Li, J. (2008). Narrowing the literacy gap: What works in high-poverty schools. Canadian Journal of Education, 31(4), 1093-1096.
Macionis, J. J. (2007). Sociology. Upper Saddle River, NJ: Pearson Prentice Hall.
Manning, M. L., & Baruth, L. G. (2009). 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.
Marzano, R. J. (2003). What works in schools. Alexandria, VA: ASCD.
Masumoto, M., & Brown-Welty, S. (2009). Case study of leadership practices and school-community interrelationships in high-performing, high-poverty, rural California high schools. Journal of Research in Rural Education, 24, 1-17.
Meacham, M., & Stokes, T. (2008). The life development of gang members: Interventions at various stages. Forensic Examiner, 17(1), 34-40.
Medina, M. A., Morrone, A. S., & Anderson, J. A. (2005). Promoting social justice in an urban secondary teacher education program. The Clearing House, 78(5), 207-213.
Melser, N.A. (2006). Ain’t nothin’ like the real thing: Preparing teachers in an urban environment. Childhood Education, 82(5), 279-283.
Michie, G. (2005). See you when we get there: Teaching for change in urban schools. New York, NY: Teachers College Press.
M. (2007). Differentiated reading instruction and classroom management
promote reading development. (Ph.D. dissertation, University of Florida). AAT3271187.
Moore, J., & Hagedorn, J. (2001). Female gangs: A focus on research. OjjDP Juvenile Justice Bulletin. ERIC #: ED452295
Moule, J. (2009). Understanding unconscious bias and unintentional racism. Phi Delta Kappan, 90(5), 321-327
Najjab, J. (2009). Al’ America: Travel through America’s Arab and Islamic roots. The Washington Report on Middle East Affairs, 28(1), 68.
Obiakor, F. E. (2001). It even happens in “good” schools: Responding to cultural diversity in today’s classrooms. Thousand Oaks, CA: Corwin Press.
Obidah, J. E., & Howard, T. C. (2005). Preparing teachers for “Monday morning” in the urban school classroom: Reflecting on our pedagogies and practices as effective teachers. Journal of Teacher Education, 56(3), 248-255.
O’Donnell, M., Lambert, R. G., & McCarthy, C. J. (2008). School poverty status, time of year, and elementary teacher’s perceptions of stress. Journal of Educational Research, 102(2), 152-160.
Palumbo, A., & Sanacore, J. (2007). Classroom management: Help for the beginning secondary school teacher. The Clearing House, 81(2), 67-71.
Patton, B. A., Fry, J., & Klages, C. (2008). Teacher candidates’ and master math teachers’ personal concepts about teaching mathematics: Education, 128(3), 486-497.
Payne, R. K. (1996). A framework for understanding poverty. Highlands, TX: Aha Process.
Payne, R. K. (2005). Crossing the tracks for love. Highlands, TX: Aha Process.
Payne, R. K., DeVol, P. E., & Smith. T. D. (2001). Bridges out of poverty: Strategies for professionals and communities. Highlands, TX: Aha Process.
Payne, R. K., Krabill, D. L. (2002). Hidden rules of class at work. Highlands, TX: Aha Process.
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.
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.
Rauch, J. (2002). Diversity in a new America. Brookings Review, 20(1), 4-48.
Roberts, S. (2004). Who we are now: The changing face of America in the twenty-first century. New York, NY: Henry Holt.
Rohwer, J., & Wandberg, B. (2005). Improving health education for ELL students in the mainstream classroom. American Journal of Health Education, 36(3), 155-161.
Rothstein-Fisch, C., & Trumbull, E. (2008). Managing diverse classrooms: How to build on students’ cultural strengths. Alexandria, VA: ASCD.
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.
Sax, L. (2005). 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.
Sleeter, C. (2005). Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. New York, NY: Teachers College Press.
Slocumb, P. D., & Payne, R. K. (2000). Removing the mask: Giftedness in poverty. Highlands, TX: Aha Process.
Sousa, D. (2005). How the brain learns. Thousand Oaks, CA: Corwin Press.
Stephan, W. (1999). Reducing prejudice and stereotyping in schools. New York, NY: Teachers College Press.
Sowell, T. (1994). Race and culture. New York, NY: Perseus Books Group.
D. L., & Smith, B. J. (2006). Perceptions of violence: The views of
teachers who left
urban schools. High School Journal, 89(3), 34-43.
Strong, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
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.
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.
Terry, N. P. & Irving, M. A. (2013). Cultural and linguistic diversity: issues in education. In R. Colarusso, C. O’Rourke, & M. Leontovich (Eds.), Special education for ALL teachers (6th ed.). Dubuque, Iowa: Kendall Hunt.
Trumbull, E., Rothstein-Fisch, C., Greenfield, P. J., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers. Mahwah, NJ: Lawrence Erlbaum.
M. J., & Ward, C. J. (2003). Promoting cross-cultural competence in preservice teachers
through second language use. Education, 123(3), 532-537.
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.