Influences & Issues in the Classroom
Instructor Name: Dr. Karen Lea
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: firstname.lastname@example.org
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. Karen Lea
Publisher: Virtual Education Software, inc. 2005, Revised 2010, Revised 2014, Revised 2017, Revised 2020
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, gender, etc. differences.
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.
information from several sources on individual
student cultures, knowledge, skills, language proficiencies,
· 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.
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.
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.
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. 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.
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.
You may contact the instructor by emailing email@example.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.
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 firstname.lastname@example.org 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.
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