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: karen_lea@virtualeduc.com
Address: Virtual
Education Software
16201
E Indiana Ave, Suite 1450
Spokane,
WA 99216
Technical Support: support@virtualeduc.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. Karen Lea
Publisher: Virtual Education Software, inc. 2005,
Revised 2010, Revised 2014, Revised 2017, Revised, 2020
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.
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.
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%, 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 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.
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