RECOMMENDATION FROM THE
UNIVERSITY SYSTEM OF GEORGIA ACADEMIC COMMITTEE
COMMITTEE ON: EDUCATOR PREPARATION ACADEMIC ADVISORY COMMITTEE (EPAAC)
CHAIRPERSON: Virginia Michelich
DATE: JANUARY 10, 2006
RECOMMENDATION:
EPAAC recommends approval of three Professional Education Courses (nine semester hours) to be
required of all teachers prepared by the University System of Georgia. These three courses (described
below) will be part of Area F for teacher preparation, except for teachers prepared to teach at the high
school level, for which a BS or BA degree is required. These three professional education courses will
be required for all high school teachers prepared by the University System, but this requirement will be
outside of Area F. Each of the three courses will include at least 10 hours of field experiences.
Implementation of these three courses must begin no later than with the freshman class in fall 2007.
These three courses will replace the three Professional Education Courses that are now part of Area F
for BSED teacher preparation programs, and the nine hours (outside of Area F) now required by the
System for teachers preparing to teach at the high school level.
The three courses will have a common prefix and common course numbers. The recommended prefix
is EDUC. The System Office will determine common course numbers for these three courses.
The overview of the three courses is given below. More complete course outlines are included in
Appendix A, as a reference for institutions. Assuming approval of this recommendation, a next step
will be development of online versions of the three courses.
RATIONALE:
In December of 2004 the EPAAC committee approved a new framework for Area F in teacher
preparation. This framework includes a series of three Professional Education Courses that will serve
as the universal core content for pre-service teacher education programs in the University System of
Georgia. EPAAC charged the education Deans with the delineation of the core content and the
appointment of three faculty committees to design the three courses.
The faculty committees charged with shaping these courses began meeting in April of 2005. Each
teacher preparation institution was invited to appoint a faculty member to each of the committees. This
recommendation represents the collective work of these three faculty committees. While each course
maintains its own contextual and theoretical basis, collectively the courses are designed to provide preservice educators with an engaging and innovative format to explore and learn about relevant issues in
education. In addition, these courses are designed to attract new teacher candidates to the field of
education and to increase the number of candidates the University System of Georgia recommends for
teacher certification.
The courses the faculty committees developed are “Investigating Critical and Contemporary Issues in
Education,” “Exploring Socio Cultural Perspectives on Diversity,” and “Exploring Teaching and
Learning.” Investigating Critical and Contemporary Issues in Education engages students in
observations, interactions, and analyses of critical and contemporary educational issues in order that
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students will investigate issues influencing the social and political contexts of educational settings in
Georgia and the United States. Students will actively examine the current landscape of the teaching
profession from multiple vantage points both within and outside the school. Exploring Learning and
Teaching is designed to help future teachers develop a well-grounded understanding of how diverse
students learn, develop and can be motivated in a variety of settings. Students in this course will also
have the opportunity to explore their own learning characteristics and processes and questions and
concerns about their future careers as teachers. Exploring Socio Cultural Perspectives is designed to
equip future teachers with the fundamental knowledge related to the understanding of culture and
effective strategies for teaching children from diverse backgrounds. Students will have the opportunity
to learn about the implications of culture in learning and how to address the special needs of diverse
populations.
Together, these three courses will provide future teachers with the basic knowledge and understandings
they will need as a foundation for the content area teaching and methods courses in their teaching
fields. Both university students who have decided on a teaching career and those who are interested,
but undecided, will be given a practical introduction to education and an overview of the essential role
good teachers play in children's learning and development, as well as opportunities for guided field
experiences, to help them better understand both the challenges and rewards of teaching.
These courses, collectively, are innovative in their use of case studies, active student engagement, and
connecting student learning with timely and relevant information. Students will find that these three
new courses provide new lenses through which to view their future roles as educators. Important
issues like diversity and ethics, for example, are threaded through each of these new courses. By
infusing such topics throughout the sequence, the courses connect and reinforce central tenets while
maintaining distinct foci. Taken together, these courses provide an integrated platform on which
students will reflect and interpret the meaning of education and schooling in a diverse contemporary
culture and examine the moral and ethical responsibilities of teaching in a democracy.
COURSE OVERVIEWS
INVESTIGATING CRITICAL AND CONTEMPORARY ISSUES IN EDUCATION
COURSE DESCRIPTION: This course engages students in observations, interactions, and analyses of
critical and contemporary educational issues. Students will investigate issues influencing the social
and political contexts of educational settings in Georgia and the United States. Students will actively
examine the teaching profession from multiple vantage points both within and outside the school.
Against this backdrop, students will reflect on and interpret the meaning of education and schooling in
a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy.
STANDARDS:
1. Future educators understand and can apply disciplinary knowledge from the humanities and
social sciences to interpret the meanings of education and schooling in diverse and
contemporary contexts.
2. Future educators understand and can apply normative perspectives on education and schooling
in contemporary contexts.
3. Future educators understand and can apply critical perspectives on education and schooling.
4. Future educators understand and can apply moral and ethical principles related to democratic
institutions in terms of direct schooling practice, leadership, and governance.
5. Future educators understand the full significance of diversity in a democratic society and how
that bears on instruction, school leadership, and governance.
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6. Future educators understand how philosophical and moral commitments affect the process of
evaluation at all levels of schooling practice, leadership, and governance.
COURSE OBJECTIVES: THE STUDENT WILL:
1. Investigate and describe contemporary schools and the interplay of school and society via
selected social, historical, political, economic, philosophical, and cultural issues that influence
those schools.
2. Discover, explore, and describe current issues and trends in schools (e.g., bullying, curriculum
mandates, vouchers, privatization, testing and evaluation, federal and state policy, reform
initiatives, standards, and changes in curriculum) using disciplinary and interdisciplinary fields
and the lenses of analysis, critique, and interpretation.
3. Analyze their legal, ethical, and professional responsibilities as future teachers.
4. Explore their core values and reflect on how their values influence their beliefs about “good”
teaching and schooling in democratic contexts.
5. Develop and refine a philosophy of teaching for contemporary schools by exploring who they
are as a potential teacher (e.g., examining their own agendas and prejudices as they relate
teaching and learning) and what dispositions they have for teaching diverse students in current
Georgia and U.S. school contexts.
6. Analyze the implications, benefits, and challenges concerning the use of technology in
contemporary Georgia and U.S. classrooms.
COURSE CONTENT: (ILLUSTRATIONS):
 Case studies, video cases, short stories, personal portraits, other media, etc., in examining
diversity in its various forms, with possible attention paid to recent trends in minority students
in Georgia (e.g., Latino/a, East European, Asian, etc.)
 Use of videos, documentaries, other media, etc., in scrutinizing “real-world” cases.
 Student writing in the form of position papers clarifying various sides of critical and
contemporary issues (e.g., separation of church and state, corporal punishment, mainstreaming)
and supporting personal positions with relevant and applicable arguments.
 Case studies of current issues/events and consideration of sociopolitical contexts (e.g.,
integration, busing, re-segregation, etc.).
 Guest speakers who consider and debate the role, if any, of teacher unions and professional
organizations.
 Case studies of teachers’ roles, duties, rights, responsibilities; expectations at school, system,
and state levels.
 Volunteering in community settings and local schools for first-hand experience of the degrees,
levels, and varieties of difference evidenced in current society.
 Consideration of evaluation in many forms within the context of current reform and
accountability mandates (NCLB, GPS, Praxis exams, content standards, etc.)
 Examining recruitment and retention of African American, Latino/a, and other minority groups
in the teaching profession itself, especially in the current Georgia context.
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EXPLORING SOCIO-CULTURAL PERSPECTIVES ON
DIVERSITY IN EDUCATIONAL CONTEXTS
COURSE DESCRIPTION: Given the rapidly changing demographics in our state and country this course
is designed to equip future teachers with the fundamental knowledge of understanding culture and
teaching children from diverse backgrounds. Specifically, this course is designed to examine 1) the
nature and function of culture; 2) the development of individual and group cultural identity; 3)
definitions and implications of diversity, and 4) the influences of culture on learning, development, and
pedagogy.
COURSE OBJECTIVES: THE STUDENT WILL:
1. Examine the nature and function of culture.
2. Explore how history and culture shape world views.
3. Examine the development of his/her own cultural identity and learning styles.
4. Develop and apply strategies for observing, analyzing, and comparing differences related to
family structures, socioeconomic status, abilities/disabilities and culture.
5. Articulate strategies for teaching culturally diverse students in the classroom.
6. Identify school practices and policies that perpetuate and maintain achievement gaps, including
negative stereotypes, related to race, class, persons with disabilities, gender, sexual orientation,
and other forms of prejudice and discrimination.
7. Identify educators’ cultural practices and expectations that perpetuate and maintain
achievement gaps.
8. Identify strategies that creatively deal with challenges and differences between the cultures of
educators and students.
9. Identify assets and values of diverse populations to bring student learning to higher levels.
COURSE CONTENT:
I.
Understanding humans as cultural beings and identifying elements of culture
II.
The development of culturally influenced cognition, interact ional styles, language and
communication
III.
The socio-cultural contexts of families and communities.
IV.
Instruction on participant observation.
V.
Socio-cultural influences on learning.
VI.
Awareness of culturally responsive pedagogies.
VII. Effects of policy and practice on culture, race, social class, persons with disabilities,
gender, sexual orientation, and other categories of diversity.
VIII. Equity in education: testing, tracking, disciplinary policies, and special education
placement.
IX.
History of prejudice, discrimination and racism in U.S. and their current educational
implications.
X.
Cultural diversity and its influence on teaching and learning.
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EXAMPLES OF SOME POTENTIAL ACTIVITIES:

PERSONAL ATTITUDE ASSESSMENT AND REFLECTIVE JOURNAL: Throughout the semester,
students will maintain a reflective journal (may also be posted on Web-CT) that describes the
new concepts, perceptions and attitudes gained during the semester. They will include
modifications that they have made in their thinking and perceptions in regard to culture and its
impact on teaching and learning as a result of this semester’s experiences and evidence of
professional growth and demeanor. Some of the course assignments will be integrated into the
journal.

STIGMAS OF POVERTY: Have students generate a list of adjectives associated with people who
are economically disadvantaged. Highlight how many or most of the adjectives describe what is
deficit. Can we effectively teach children who we believe are deficient? Pass out a list pertaining
to the positive adjectives that can be associated with poverty (e.g. resourcefulness). And then
provide case studies of how economically disadvantaged people see themselves.

CULTURE IN CURRICULUM: Students will explore the use of children’s literature as a strategy
to promote cultural diversity awareness and acceptance among children. Students will present a
“book report” to the class on a piece of children’s literature which addresses cultural diversity.
Students will discuss how children’s literature can promote cultural awareness in the classroom.

EXAMINING EXPERIENCES OF DISCRIMINATION OR INSTITUTIONALIZED PREJUDICE: Each
student will interview two people who have experienced racism or institutionalized prejudiceOne of the interviewees will be at least 50 years old and the other should be less than 25 years
old. The purpose of this activity is to explore personal experiences with discrimination and to
examine historical differences related to those experiences. Students will chronicle the types of
discrimination reported. Both oral and written reports are suggested.
EXPLORING LEARNING AND TEACHING
COURSE DESCRIPTION: Explore key aspects of learning and teaching through examining your own
learning processes and those of others, with the goal of applying your knowledge to enhance the
learning of all students in a variety of educational settings and contexts.
COURSE OBJECTIVES: STATED AS "ESSENTIAL QUESTIONS":
1. How have I myself (i.e., the teacher candidate) learned in school, and how do I learn most
effectively?
2. How do student factors (e.g., motivation, family and cultural background, temperament and
learning preferences, prior knowledge and experiences) impact student learning in educational
settings?
3. How do teaching practices and instructional structures impact student learning in educational
settings?
4. How do other factors in the learning environment impact student learning in educational
settings?
5. How may I use this knowledge as a future educational professional to inform my professional
planning and decision-making so as to maximize learning of all types in all students?
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COURSE CONTENT: This course will include the following core content at ALL USG institutions, but
different institutions and instructors may also include additional content at their discretion, to most
effectively address the needs of their specific student populations.
I.
Major learning theories, including Behaviorism, Information processing and
neuroscience, Piagetian and Vygotksian theory
II.
Motivation theory
III.
Sources and effects of student diversity in learning needs and preferences
IV.
Developmental aspects of learning
V.
Outside environmental influences on learners, including culture, family structure and
background, home language, SES, and peers.
VI.
Effects of teacher beliefs and expectations on learners, including the need to avoid bias
and stereotyping
VII. Elements of effective educational environments for all learners, including
teacher/student and student/student relationships and classroom management.
PEDAGOGICAL GUIDELINES:
1.
Faculty teaching this course will deliberately and explicitly model instruction derived from
the learning principles they are teaching, by engaging students in a variety of
contextualized, active learning opportunities designed to address the needs of diverse
students within the class, such as case-based activities, small- and whole-group on-line or
face-to-face discussions, paired learning, and project-based learning.
2.
Student learning of core course content will be assessed through multiple means in diverse
contexts.
.
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Appendix A
COURSE OUTLINES
INVESTIGATING CRITICAL AND CONTEMPORARY ISSUES IN EDUCATION
The content of the course will be contextualized institutionally and individually depending on the
disciplinary or interdisciplinary expertise of faculty. The overarching framework for the course is
grounded in intensive reading, writing, dialogue, and action. A field component (totaling 10 hours) is
required, where “field” is includes schools, but also extends beyond schools to include the broader
community. For example, future educators can gain important insights into contemporary issues
facing U.S. schools by experiencing community-based, non-school settings like community outreach
centers and youth clubs.
Course content is aligned with knowledge, dispositions, and performances outlined in the National
Board for Professional Teaching Standards (NBPTS) and the Council for Learned Societies in
Education (CLSE) as this content complies with both diversity standards and foundations standards set
by the National Council for the Accreditation of Teacher Education (NCATE) and the Georgia
Professional Standards Commission (GAPSC). Six “standards” guide the integration of contemporary
issues with foundational disciplines and link the content with knowledge, dispositions, and
performances.
To be clear, the content and activities sections that follow are illustrative rather than prescriptive and
should be amended, edited, and altered based on the strengths and expertise of individual faculty,
keeping in mind the nexus of NCATE, CLSE, GAPSC and the purposes of the course. Following the
rubrics are illustrative rather than prescriptive suggestions for resources, web links, and various other
aspects and ideas that form the initial core of what will become an expanded and modifiable databank/clearinghouse for faculty responsible for this course. The intent is to provide extensive offerings
from which individual faculty from around the state can craft an inventive and engaging course. The
course should be an integration of important disciplinary lenses within social foundations of education
and current, relevant topics future teachers will need to be thoughtful, professional, excellent
educators. Excellent teachers will need to explore, analyze, understand, and interpret themselves in
relation to current issues and the foundations of education upon which current schools exist.
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STANDARD #1
Future educators understand and can apply disciplinary knowledge from the humanities and social sciences
to interpret the meanings of education and schooling in diverse and contemporary contexts.
KNOWLEDGE
DISPOSITIONS
PERFORMANCES
CONTENT/ACTIVITIES/OBJECTIVES
COVERED (BY NUMBERS)
The future educator has
The future educator has
The future educator can
*Freshman/Soph level courses in
acquired a knowledge base
developed habits of using
examine and explain the
arts/sciences content areas. 1
of resources, theories,
this knowledge base in
practice, leadership, and
distinctions, and analytic
evaluating and formulating
governance of education in
*Case studies of current issues/events
techniques developed within educational practice
different societies in light of
and consideration of sociopolitical
the humanities, the social
its origins, major influences,
contexts (e.g., integration, busing, resciences, and the
and consequences, utilizing
segregation, etc.). 1, 2, 3
foundations of education.
critical understanding of
education thought and
*Sociological, anthropological,
The future educator
practice and decisions and
economic and other analyses of the
understands the central
events, including current
effects of current immigration trends and
concepts and tools of
events that have shaped
schooling. 1, 3, 4
inquiry of foundational
them.
disciplines that bear on
*Related activities, projects, and lectures
contemporary educational
and invited guest lectures addressing
processes and can apply
social, political, historical, philosophical,
these to the formulation and
and other aspects of the evolution of the
review of instructional,
U.S. school system, local control
administrative, and school
tradition, funding ratios and authority
leadership governance
domains at system, state, and national
procedures.
levels. 1, 6
*Examination of changes in focus on
U.S. schooling over time with special
emphasis on current issues (e.g.,
tracking, school-to-work, international
economic competition, etc.) 2, 3
*Exploring different forms of schooling
the U.S. (e.g., indigenous, community,
public, private, home-schooling, etc.) 1,
3, 5
STANDARD #2
Future educators understand and can apply normative perspectives on education and schooling in contemporary contexts
KNOWLEDGE
DISPOSITIONS
PERFORMANCES
CONTENT/ACTIVITIES/OBJECTIVES
COVERED (BY NUMBERS)
The future educator
The future educator has
The future educator can
*Examining private think tanks and their
understands and employs
developed habits of
recognize the inevitable
role, if any, in influencing public values
value orientations and
examining the normative
presence of normative
relating to U.S. schools. 1, 2
ethical perspectives in
and ethical assumptions of
influences in contemporary
analyzing and interpreting
critical and contemporary
educational thought and
*Guest speakers who consider and
critical and contemporary
schooling practice and
practice.
debate the role, if any, of teacher unions
educational ideas.
educational ideas.
and professional organizations. 3, 5
The future educator can
appraise conceptions of
*Case studies of curriculum and content
truth, justice, and caring as
banned in various schools and districts
they are applied in
and considering the values represented
contemporary educational
in the decisions. 1, 2, 3, 4, 5
policy and practice.
*Exploring significant court cases and
The future educator can
legislation, including contemporary
assist the examination and
examples, related to democratic
development of democratic
education. (Brown v. Board, Civil
values that are based on
Rights legislation, Title programs,
critical study and reflection.
NCLB, etc.) 1, 2, 3
*Case studies of teachers’ roles, duties,
rights, responsibilities; expectations at
school, system, and state levels. 1, 3, 6
8
STANDARD #3
The future educator understands and can apply critical perspectives on education and schooling.
KNOWLEDGE
DISPOSITIONS
PERFORMANCES
CONTENT/ACTIVITIES/OBJECTIVES
COVERED (BY NUMBERS)
The future educator
The future educator has
The future educator can
*Selected case studies on critical issues
understands how the
developed habits of
utilize theories and critiques
in past and current educational contexts.
foundations of education
critically examining
of the overarching purposes
1, 2, 4
knowledge base of
educational practice in light
of schooling as well as
resources, theories,
of this knowledge base.
considerations of the intent,
*Student writing in the form of position
distinctions, and analytic
meaning, and effects of
papers clarifying various sides of critical
techniques provide
contemporary educational
and contemporary issues (e.g.,
instruments for the critical
institutions.
separation of church and state, corporal
analysis of education in its
punishment, mainstreaming) and
various forms.
The future educator can
supporting personal positions with
identify and appraise
relevant and applicable arguments. 1, 2,
educational assumptions and
3, 4, 5, 6
arrangements in ways that
can lead to changes in
*Class debates on selected critical and
current conceptions and
contemporary issues (technology,
values.
HIV/AIDS education, English-only in
schools, etc.). 1, 2, 3, 4, 5, 6
The future educator uses
critical judgment to question
*Overview of school characteristics and
contemporary educational
realities and how they vary within and
assumptions and
across systems, regionally within
arrangements and to identify
Georgia, nationally, and in comparison
contradictions and
with schools in other countries. 1, 2, 4, 6
inconsistencies among
current social and
educational values, policies,
and practices.
STANDARD #4
Future educators understand how moral principles related to democratic institutions can inform and direct schooling practice,
leadership, and governance.
KNOWLEDGE
DISPOSITIONS
PERFORMANCES
CONTENT/ACTIVITIES/OBJECTIVES
COVERED (BY NUMBERS)
The future educator
The future educator values
The future educator
*Exposure to ways in which teachers
understands how the
democratic forms of
participates effectively in
might take action (e.g., shared decision
foundations of education
association and supports the
individual and organizational making, site-based management,
knowledge base illuminate
conditions essential to them. efforts that maintain and
supporting student government,
the conditions which
enhance U.S. schools as
consideration of contemporary cases and
support democracy,
The future educator
institutions in a democratic
selected readings, etc.). 3, 4, 5
democratic citizenship, and
recognizes that political
society.
education in a democratic
participation constitutes the
*Use of videos, documentaries, other
society.
social basis of democracy.
The future educator can
media, etc., in scrutinizing “real-world”
evaluate the moral, social,
cases. 2, 6
The future educator
and political dimensions of
understands how various
contemporary classrooms,
*Examining features of what constitutes
conceptions of the school
teaching, and schools as they a “democratic classroom,” roles of
foster or impede free
relate to life in a democratic
teacher and students, and implications
inquiry, democratic
society.
(traditional vs. progressive teaching
collaboration, and
styles, student government, alternative
supportive interaction in all
schooling, etc.). 1, 2, 3, 4, 5
aspects of contemporary
school life.
*Overview of key elements and
debate/discussion of different
perspectives related to moral dilemmas
and controversial issues that arise in
current classroom and which
contemporary teachers face (e.g.,
violence, drugs, discipline, cheating,
stealing, burnout, bullying, dropouts,
physical/emotional/sexual abuse, etc.) 1,
2, 3, 4, 5
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STANDARD #5
Future educators understand the full significance of diversity in a democratic society and how that diversity influences
instruction, school leadership, and governance.
KNOWLEDGE
DISPOSITIONS
PERFORMANCES
CONTENT/ACTIVITIES/OBJECTIVES
COVERED (BY NUMBERS)
The future educator
The future educator is
The future educator can
*Detailed consideration of different
understands how social and
accepting of individual
adapt instruction to
dimensions of diversity in contemporary
cultural differences
differences that are
incorporate recognition and
schools (e.g., gender, race, ethnicity,
originating outside the
consistent with democratic
acceptance of social and
national origin, sexual orientation,
classroom and school affect
values and responsibilities.
cultural differences to the
language, immigrant/refugee status,
student learning.
extent that they do not
alternate abilities, religion, SES and
The future educator is
interfere with basic
impoverishment, etc.). 1, 2, 3
The future educator has
disposed to the acceptance
democratic principles.
acquired an understanding
of human commonality
*Case studies, video cases, short stories,
of education that connects
within diversity.
The future educator can
personal portraits, other media, etc., in
sensitivity to diversity with
specify how issues such as
examining diversity in its various forms,
democratic values and
justice, social inequality,
with possible attention paid to recent
responsibilities.
concentrations of power,
trends in minority students in Georgia
class differences, race and
(e.g., Latino/a, East European, Asian,
ethnic relations, or family
etc.) 5, 6
and community organization
affect teaching and
*In-class consideration of in-school
schooling.
realities and implications for “different”
students regarding content, expectations
of teachers, evaluation and performance,
language and cultural issues, etc. 1, 3, 4,
5
*Volunteering in community settings
and local schools for first-hand
experience of the degrees, levels, and
varieties of difference evidenced in
current society. 1, 2, 3, 5
*Consideration of students’ perspectives
and personal experiences regarding
diversity issues, strategies for preparing
for teacher training, and incorporating
diversity in all forms. 1, 3, 4, 5
*Examining recruitment and retention of
African American, Latino/a, and other
minority groups in the teaching
profession itself, especially in the
current Georgia context. 1, 2, 5
STANDARD #6
Future educators understand how ethical, philosophical, and moral commitments affect the process of
evaluation at all levels of schooling practice, leadership, and governance.
KNOWLEDGE
DISPOSITIONS
PERFORMANCES
CONTENT/ACTIVITIES/OBJECTIVES
COVERED (BY NUMBERS)
The future educator
The future educator is
The future educator can
*Beginning level introduction to
understands that tacit
prepared to consider the
articulate moral and
different forms of evaluation and their
interests and moral
ontological, epistemological, philosophical assumptions
uses/misuses, historical background on
commitments on which the
and ethical components of an underlying an evaluation
SATs, U.S. Army tests, I.Q. tests, etc. 2,
technical processes of
evaluation method.
process.
3, 4, 6
evaluation rest.
The future educator can
*Reflective writing on different forms of
The future educator
identify what counts as
teacher-made evaluations and purposes,
understands that in
evidence that a student has
specifically in light of students’ own
choosing a measuring
(or has not) learned or can
experiences. 2, 4
device, one necessarily
(or cannot) learn.
makes a moral and
*Consideration of evaluation in many
philosophical assumption.
forms within the context of current
reform and accountability mandates
(NCLB, GPS, Praxis exams, content
standards, etc.) 2, 3, 4, 6
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SUGGESTED TEXTS:
1. Joseph Newman, America’s Teachers
2. Joel Spring, American Education
3. Steve Tozer, School and Society
4. Sadker and Sadker, Teachers, Schools, and Society
5. Kathleen deMarrais, The Way Schools Work
6. Jonathan Kozol, Savage Inequalities
7. Teaching Tolerance Project, Starting Small
8. Theodore Sizer, Horace’s Compromise
9. bell hooks, Teaching to Transgress
10. Clifford Stoll, Hi-Tech Heretic
11. Ruby Payne, Framework for Understanding Poverty
12. Parker Palmer, The Courage to Teach
Vivian Paley, White Teacher
13. Dinesh D’Souza, What’s So Great about America
14. Sampson Davis, George Jenkins, et al., The Pact
15. Ron Miller, The Heart of Learning
16. Maxine Greene, Teacher as Stranger
17. Toni Morrison, Remember: The Journey to School Integration
18. Martin Luther King, Jr., A Testament of Hope
19. Sherman Alexie, Reservation Blues
20. Deborah Meier, Many Children Left Behind
21. Alfie Kohn, The Case Against Standardized Testing
22. James Wm. Noll, Taking Sides: Clashing Views on Controversial Educational Issues
23. Paulo Freire, Pedagogy of the Oppressed.
24. John Goodlad, A Place Called School.
25. Nel Noddings, Educating Moral People
26. Alex Molnar, School Commercialism
27. David Gabbard, Education as Enforcement
28. Tahar Ben Jelloun, Racism Explained to My Daughter
29. Joel Spring, Deculturalization and the Struggle for Equality
30. David Martin and Kimberly Loomis, Building Teachers
31. Diane Ravitch, Left Back
32. Chester Finn, We Must Take Charge
FIELD EXPERIENCES:
 After school tutorial programs
 Boys/Girls Clubs
 Homeless Shelters,
 Community-based social service organizations (i.e., Certified Literate Community)
 Teacher observations and interviews
 Schools
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

Adult Literacy Centers
GED classes
GUEST SPEAKERS:
 Civil Rights Activists
 Holocaust Survivors
 Georgia Equality, Human Rights Commission
 Local/State school board members
 Beth Littrell, Sticks and Stones Project, ACLU
 PAGE/GAE/AFT representatives
 Veteran/Diverse teachers
 Local administrators
 Local activists, community leaders
 Campus resources available for pre-service teachers
 Parent leaders, parent organizations
 RESA representatives
 People who have dropped-out of school
 Immigrants
 Adult Literacy
CASE STUDIES:
 Illustrative cases involving teacher dilemmas
 Legal cases focusing on rights and responsibilities
 Cases highlighting ethical issues in teaching (i.e., PSC Ethics)
 Retention of teachers – reasons for leaving profession
WRITING/PAPERS:
 Critical review essays (books and/or peer-reviewed journal articles)
 Critical issues papers
 Educational autobiographies/multicultural autobiographies
 Philosophies of education
 Ethics in teaching
 Reflective journals
 Teacher observation/interview papers
TRADE BOOKS:
 The Other Side
 Geraniums on the Windowsill
FILM/DVDS/DOCUMENTARY:
 School: The Story of Public Education (PBS)
 Educating Peter, Mr. Holland’s Opus, The Dead Poets Society, Blackboard Jungle, Coach
Carter, Stand and Deliver, Radio, The Breakfast Club, Goodbye, Mr. Chips, The Principal, Up
the Down Staircase, Nicholas Nickleby, Lean on Me, October Sky, The Prime of Miss Jean
Brodie, A Child Is Waiting, Billy Madison, The School of Rock, The Emperor’s Club, Finding
Forrester, The Miracle Worker, The Corn Is Green. Hoop Dreams, Teachers, Man Without a
Face, Clueless, To Serve Them All My Days, Music of the Heart, Conrack, Kindergarten Cop,
Ferris Bueller’s Day Off
12
OTHER:
 McGuffy Readers
 Poems
 Comic Strips
 Interactive video technology
 On-line activities such as:
 http://www.archive.org/stream/why_do_these_kids_love_school/why_do_these_kids_lo
ve_school_256kb.mp4 (showcasing of the Peninsula School)
 http://www.archive.org/download/back2School2002/back2School2002.wmv (Deals
with schools and teachers in Afghanistan post Taliban)
 http://www.archive.org/stream/crowded_out/crowded_out_256kb.mp4 (Film about
class size)
 http://www.archive.org/stream/charley_junior_s_school_days_TNA/charley_junior_s_s
chool_days_TNA_256kb.mp4 (Old animation dealing with British schools and
educational policy post war and the baby boom)
 http://www.archive.org/stream/naacp_south_carolina/naacp_south_carolina_256kb.mp4
(1936 NAACP prepared silent film on educational inequalities in South Carolina that
helped pave the way for Brown vs. Board)
 http://www.archive.org/stream/openmind_ep1592/openmind_ep1592_256kb.mp4
(Education post 9/11 with Art Levine)
 Notebooks of current events in papers/magazines that relate to education and schooling
(merged with critical review essays from above)
 Film clips and media to illustrate issues
 Videos of teachers in action (inside and outside of classrooms)
WEB SITES:
1. http://www.ed.gov/index.html (U.S. Department of Education)
2. http://www.doe.k12.ga.us/ (Georgia Department of Education)
3. http://www.gapsc.com (Georgia Professional Standards Commission)
4. http://www.nea.org/index/html (National Education Association)
5. http://www.aft.org/ (American Federation of Teachers)
6. http://www.pageinc.org/ (Professional Association of Georgia Educators)
7. http://nbpts.org/ (National Board Certification)
8. http://www.educationplantet.com (Education Planet Resource Guide)
9. http://www.asanet.org/ (American Sociological Association)
10. http://www.cuip.net/pes/ (Philosophy of Education Society)
11. http://academics.sru.edu/history_of_ed_quarterly/heshome.htm (History of Education Society)
12. http://www.ameranthassn.org/cae.htm (Council on Anthropology and Education)
13. http://www.fsu.edu/~pea/ (Politics of Education Society)
14. http://www.aclu.org/ (American Civil Liberties Union)
15. http://www.uvsc.edu/ethics/curriculum/education/ (Center for the Study of Ethics)
16. http://www.edweek.org/ (Education Week)
17. http://www.pdkintl.org/kappan/kappan.htm (Phi Delta Kappan)
18. http://www.gatesfoundation.org/default.htm (Bill and Melinda Gates Foundation)
19. http://www.ed.gov/free/index.html (Federal Resources for Educational Excellence)
20. http://www.edutopia.org/ (Edutopia)
21. http://www.vanderbilt.edu/virtualschool/staff.htm (Virtual School)
22. http://www.coreknowledge.org (E.D. Hirsch)
13
23. http://www.ed.gov/nclb (No Child Left Behind)
24. http://www.gapsc.com/Professionalpractices/NEthics (GPS Code of Ethics)
25. http://radicalacademy.com
EXPLORING SOCIO-CULTURAL PERSPECTIVES ON
DIVERSITY IN EDUCATIONAL CONTEXTS
COURSE DESCRIPTION: Given the rapidly changing demographics in our state and country this course
is designed to equip future teachers with the fundamental knowledge of understanding culture and
teaching children from diverse backgrounds. Specifically, this course is designed to examine 1) the
nature and function of culture; 2) the development of individual and group cultural identity; 3)
definitions and implications of diversity, and 4) the influences of culture on learning, development, and
pedagogy.
COURSE OBJECTIVES: THE STUDENT WILL:
1. Examine the nature and function of culture.
2. Explore how history and culture shape world views.
3. Examine the development of his/her own cultural identity and learning styles.
4. Develop and apply strategies for observing, analyzing, and comparing differences related to
family structures, socioeconomic status, abilities/disabilities and culture.
5. Articulate strategies for teaching culturally diverse students in the classroom.
6. Identify school practices and policies that perpetuate and maintain achievement gaps, including
negative stereotypes, related to race, class, persons with disabilities, gender, sexual orientation,
and other forms of prejudice and discrimination.
7. Identify educators’ cultural practices and expectations that perpetuate and maintain
achievement gaps.
8. Identify strategies that creatively deal with challenges and differences between the cultures of
educators and students.
9. Identify assets and values of diverse populations to bring student learning to higher levels.
The course title, course description, and course objectives are to be used universally throughout
the University System of Georgia.
COURSE CONTENT: The specific content of this course will be developed and contextualized by each
institution to meet their specific needs. However, it is imperative that the course content clearly reflects
the course objectives listed above. In addition, all of the sections of this course need to include a field
placement/experience. Provided on page two is an example of course content and associated activities
may be used to develop sections of the course. The course content and course objectives are aligned
with content and objectives accepted by the American Association of Colleges of Teacher Education
(AACTE) because this content complies with diversity standards set by the National Council for
Accreditation of Teacher Education (NCATE).
AN EXAMPLE OF COURSE CONTENT:
I.
Understanding humans as cultural beings and identifying elements of culture
II.
The development of culturally influenced cognition, interactional styles, language and
communication
III.
The socio-cultural contexts of families and communities.
IV.
Instruction on participant observation.
V.
Socio-cultural influences on learning.
VI.
Awareness of culturally responsive pedagogies.
14
VII.
VIII.
IX.
X.
Effects of policy and practice on culture, race, social class, persons with disabilities,
gender, sexual orientation, and other categories of diversity.
Equity in education: testing, tracking, disciplinary policies, and special education
placement.
History of prejudice, discrimination and racism in U.S. and their current educational
implications.
Cultural diversity and its influence on teaching and learning.
COURSE CONTENT
I. Understanding humans as cultural beings
and identifying elements of culture
II. The development of culturally
influenced cognition, interactional styles,
language and communication
III. The socio-cultural contexts of families
and communities
OBJECTIVES
1, 2, 9
3, 9





2, 4
IV. Instruction on participant observation
4

V. Socio-cultural influences on learning
VI. Awareness of culturally responsive
pedagogies
5, 9
5,8


VII. Effects of policy and practice on
culture, race, social class, persons with
disabilities, gender, sexual orientation,
and other categories of diversity.
VIII. Equity in education: testing,
tracking, disciplinary policies, and special
education placement
IX. History of prejudice, discrimination
and racism in U.S. and their current
educational implications
X. Cultural diversity and its influence on
teaching and learning


6, 7, 8
6
AACTE SUGGESTED CONTENT
Foundations of multicultural education
Essential elements of cultures
Cultural and cognitive learning style theory and research
Language, communication, and interactional styles of
marginalized cultures
Socioeconomic contexts of human growth and
psychological development in marginalized ethnic and
racial cultures
Language, communication and interactional styles of
marginalized cultures
Socio-cultural influence on subject-specific learning
Principles of culturally responsive teaching and culturally
responsive curriculum development
Effective strategies for teaching minority students
Effects of policy and practice on culture, race, class,
gender, religion, and other categories of diversity
 Effects of policy and practice on culture, race, class,
gender, religion, and other categories of diversity
 Culturally responsive diagnosis, measurement, and
assessment
 Foundations of racism
6,7
8,9
 Cultural and cognitive learning style theory and research
 Language, communication and interactional styles of
marginalized cultures
COURSE REQUIREMENTS IN RELATION TO STANDARDS AND EXPECTATIONS FOR PRE-SERVICE
TEACHERS: The Regents’ Principles for the Preparation of Teachers for the Schools has at the core
the Regents’ Guarantee that all graduates of USG Teacher Preparation Programs will be able to bring
students from diverse groups to high levels of achievement. The course is not simply ‘about’ certain
subjects nor does it merely offer ‘perspectives’ on issues; rather, it is foundational to the commitment
of USG institutions to prepare educational professionals who have the dispositions and ability to teach
all students to high standards. The course is also guided by standards of the Professional Standards
Commission’s Georgia 2000 Standards, diversity standards of the National Council for the
Accreditation of Teacher Education (NCATE) and standards for dispositions for cross-cultural
teaching established by the Interstate New Teacher Assessment and Support Consortium (INTASC,
1992).
15
NCATE AND GEORGIA 2000
STANDARDS
Standard 1: Candidate
Knowledge, Skills, and
Dispositions
Candidates preparing to work in
schools as teachers or other
professional school personnel know
and demonstrate the content,
pedagogical, and professional
knowledge, skills, and dispositions
necessary to help all students learn.
Assessments indicate that candidates
meet professional, state, and
institutional standards.
BOARD OF REGENTS’
PRINCIPLES
IIA (2) Teacher
candidates et high learning
standards for all students
in a school classroom and
organize curriculum,
instruction, and
assessment around the
standards.
IIA (3). Teacher
candidates differentiate
instruction for individual
P-12 students or groups of
students that reflects
students’ own experiences,
learning styles, interests,
cultures, and special
needs.
IIA (5). Teacher
candidates use data on P12 student learning and
achievement to set
benchmarks and to
monitor student progress
toward continuous
improvement.
Standard 3: Field Experiences and
Clinical Practice
The unit and its school partners
design, implement, and evaluate
field experiences and clinical
practice so that teacher candidates
and other school personnel develop
and demonstrate the knowledge,
skills, and dispositions necessary to
help all students.
Standard 4: Diversity
The unit designs, implements, and
evaluates curriculum and
experiences for candidates to acquire
and apply the knowledge, skills, and
dispositions necessary to help all
students learn. These experiences
include working with diverse higher
education and school faculty, diverse
candidates, and diverse students in
P-12 schools.
III F, III G, III H
Teacher candidates
complete at least 900 (full
academic year) clock
hours of field experiences
in schools in one or more
programs.
 The teacher appreciates
multiple perspectives
and conveys how
knowledge is developed
from the vantage point
of the knower.
I.A. Teacher candidates
are accomplished in
bringing P-12 students
from diverse groups to
high levels of learning and
achievement at point of
initial recommendation for
certification.
 The teacher makes
students feel valued for
their potential as people
and helps them learn to
value each other.
INTASC
 The teacher respects
students as individuals
with differing personal
and family background
and various skills,
talents, and interests.
 The teacher is sensitive
to community and
cultural norms.
 The teacher believes that
all children can learn at
high levels and persists
in helping all children
achieve success.
 The teacher appreciates
and values human
diversity, shows respect
for students’ varied
talents and perspectives,
and is committed to the
pursuit of “individually
configured excellence.”
16
COURSE OBJECTIVES AND
EXPERIENCES
Student will
1. Examine the nature and function
of culture.
2. Examine the development of
his/her own cultural identity.
4. Explore how culture shapes world
views.
6. .Identify school practices and
policies that perpetuate and maintain
documented achievement gaps,
including negative stereotypes,
racism, classism, sexism, and other
forms of prejudice and
discrimination.
7. Identify teachers’ cultural
practices and expectations that
perpetuate and maintain documented
achievement gaps.
8. Identify strategies that creatively
deal with challenges and differences
between teachers’ and students’
cultures.
____________________
 Course readings and discussion
 Class participation
 Reflective Journal
 My Cultural Context Essay
 Guest speakers
 Research paper
Student will
3. Develop and apply strategies for
observing, analyzing, and comparing
cultures.
____________________
 Field experience activities
Student will
5. Articulate strategies for teaching
culturally diverse students in the
classroom.
8. Identify strategies that creatively
deal with challenges and differences
between teachers’ and students’
cultures.
9. Identify assets and values of
various cultural groups that can bring
student learning to higher levels and
bridge the achievement gap.
 Case studies
 Field experience activities
FIELD EXPERIENCE ACTIVITIES: Students will be expected to participate in field experiences which
provide insights into understanding diversity and culture. Some options will involve observations
within the ‘other’ culture as well as the student’s own culture. Students will become culturally
immersed in a culture other than their own providing insight into the lives of the future culturally
diverse students. These field experience site may included after-school tutoring, homeless shelters,
volunteer programs, community centers, church-related facilities, day treatment programs, and work in
adult literacy, special education resource rooms, or family literacy programs. The institution has or
may have contacts with local programs, but it is up to the individual students to make the actual
arrangements for scheduling and involvement. The student should pick an environment where they can
observe a cultural community that is radically different from their own.
Examples of Suggested Course Activities (The course content the activity corresponds with is in
italics below the activity):
CLASS AND/OR ONLINE PARTICIPATION/PROFESSIONALISM: Your attendance and thoughtful
participation are valued and expected. Many class and/or online activities will focus on case studies,
role playing, simulations, cooperative learning, vignettes, community immersion trips, and discussion
of field experiences and journaling, all of which require active participation. Such active participation
is critically important to your learning, particularly in a class centered on personal experiences and
how they help you understand culture and impact you as a teacher. Participation includes
demonstrating a spirit of inquiry as an educator, initiative, enthusiasm, and critical examination of
topics in our reading and discussions, and cooperation in fulfilling the responsibilities of this
experience.
PERSONAL ATTITUDE ASSESSMENT AND REFLECTIVE JOURNAL: Throughout the semester, students
will maintain a reflective journal (may also be posted on Web-CT) that describes the new concepts,
perceptions and attitudes gained during the semester. They will include modifications that they have
made in their thinking and perceptions in regard to culture and its impact on teaching and learning as a
result of this semester’s experiences and evidence of professional growth and demeanor. Some of the
course assignments will be integrated into the journal. This activity is relevant for all course content
WHAT IS CULTURE? Have students individually write down on a post-it note an aspect that defines a
culture. As students share with the class, have the students bring the post-it note up to the board and
categorize the aspect as: concrete (e.g., dress), behavior (e.g., language), and abstract (values, religion).
Discuss which category most of the students placed items under (abstract and behavior). Discuss
which category schools focus on more (concrete). Have students bring in an artifact that is
representative of his or her culture and share with the class.


I. Understanding humans as cultural beings and identifying elements of culture.
III. The socio-cultural contexts of families and communities.
EXPLORING POPULAR CULTURAL MESSAGES AND IMAGES: Students are asked to bring to class 5-10
pictures from magazines they may have that show men, women, and men and women together. In
class, they lay out all the pictures in these three groups and then analyze them to discover patterns in
the ways people are portrayed in the popular press. Interesting discussion around the development of
'mythical norms', gender and heteronormativity result.




II. The development of culturally influenced cognition, interactional styles, language and
communication.
III. The socio-cultural contexts of families and communities.
V. Socio-cultural influences on learning.
VI. Awareness of culturally responsive pedagogies.
17

IX. History of prejudice, discrimination and racism in U.S. and their current educational
implications.
THEN & NOW: Construct a T-chart as a whole class/group activity comparing various issues related to
cultural diversity from a “then” and “now” perspective (e.g., issues related to poverty, disability
discrimination, racial discrimination). Discuss the similarities and differences.
UNDERSTANDING DISABILITY: To give students a better understanding of equal access for people with
disabilities, have students perform various disability simulations. Examples of simulations could
include: have students go from one building to another on campus in a wheelchair; try to access
bathrooms and water fountains on campus while sitting in a wheelchair; attempt to use the campus
computer lab while wearing Vaseline smeared on a pair of glasses.

VIII. Equity in education: testing, tracking, disciplinary policies, and special education
placement.
GIFTED CHILDREN In an attempt to understand how giftedness is also present in children that might
not fit in the categories that organized schooling generally recognizes, each student will locate and
interview a young adult that had attributes as a youngster that were considered exceptional. These
talents may have been revealed in settings that included the arts, technology, academic activities,
human relations, athletic endeavors and other areas. Each student will participate in a roundtable class
discussion that focuses on the numerous aspects of giftedness.
CULTURE IN THE CLASSROOMS. Develop a list as a whole group/class activity of various cultural
differences that might affect teaching and learning in the classroom (e.g., some cultures believe that it
is disrespectful to ask questions of adults which may cause children in the classroom to not ask the
teacher questions when they do not understand the information being presented to them).
DIFFERENT LANGUAGE LEARNERS: Have students view a television show or news broadcast in a
language that is different from their own. Discuss and write in their reflective journal how they felt
when they were unable to understand the information presented. Discuss how language barriers can
affect teaching and learning in the classroom.
CULTURE IN CURRICULUM: Students will explore the use of children’s literature as a strategy to
promote cultural diversity awareness and acceptance among children. Students will present a “book
report” to the class on a piece of children’s literature which addresses cultural diversity. Students will
discuss how children’s literature can promote cultural awareness in the classroom.
 V. Socio-cultural influences on learning.
 X. Cultural Diversity and its influence on Teaching and Learning.
STIGMAS OF POVERTY: Have students generate a list of adjectives associated with people who are
economically disadvantaged. Highlight how many or most of the adjectives describe what is deficit.
Can we effectively teach children who we believe are deficient? Pass out a list pertaining to the
positive adjectives that can be associated with poverty (e.g. resourcefulness). Provide the students
with case studies of how economically disadvantaged people see themselves.
HOMOPHOBIA IN THE UNITED STATES: Each student will maintain and complete an observational
journal that will chronicle the homophobic views and attitudes that some people have. In a confidential
manner, each student will record homophobic views that may be either expressed or implied in
professional, public or personal settings. For this 30 day project, each episode listed in the journal
should include any antecedent behaviors, a brief summary of the event and a personal reflection.
 I. Understanding humans as cultural beings and identifying elements of culture.
 II. The development of culturally influenced cognition, interactional styles, language and
communication.
18



IV. Instruction on participant observation.
V. Socio-cultural influences on learning.
VI. Effects of policy and practice on culture, race, social class, persons with disabilities,
gender, sexual orientation, and other categories of diversity.
EXAMINING EXPERIENCES OF DISCRIMINATION OR INSTITUTIONALIZED PREJUDICE: Each student
will interview two people who have experienced racism or institutionalized prejudice- One of the
interviewees will be at least 50 years old and the other should be less than 25 years old. The purpose of
this activity is to explore personal experiences with discrimination and to examine historical
differences related to those experiences. Students will chronicle the types of discrimination reported.
Both oral and written reports are suggested.
 IX. History of prejudice, racism and discrimination in the U.S. and their current educational
implications.
MY CULTURAL CONTEXT ESSAY: You will write an essay in which you reflect on what your personal
cultural background and experiences have been, how you have responded to those experiences, and
how they may influence you as a teacher. Things to consider may include where (and when) you grew
up, race, ethnicity or nationality, socioeconomic status, language, gender, religious influences, et
cetera. You must address this question: How much interaction or close associations have I experienced
with people whose cultural context is different (how different?) from mine? What difference has the
answer to this question caused for me?
 I. Understanding humans as cultural beings and identifying elements of culture.
 II. The development of culturally influenced cognition, interactional styles, language and
communication.
 III. The socio-cultural contexts of families and communities.
 V. Socio-cultural influences on learning.
EDUCATIONAL ESSAY: Have students complete a self-exploration in the form of an educational
narrative pertaining to their own K-12 experiences. Have the students write about times in their K-12
schooling that they had positive experiences related to their culture and times they had negative or
uncomfortable experiences related to their culture.
 II. The development of culturally influenced cognition, interactional styles, language and
communication.
FAMILY DINNER ESSAY: Students write an essay on a typical family dinner and a special or holiday
family dinner as they would have happened during their childhood or early adolescence. Students will
analyze the family interactions and conversational content, gender roles in preparation and clean up of
the dinners, seating patterns, how day-to-day dinners differed from holiday meals, and other factors
that reflect socio-cultural patterns within the family and community. Have the students discuss the
observations in class. Have students interview someone from their family. Reflect on the interview
noting the cultural similarities and differences between themselves and the interviewee. Have students
construct a family tree to assist them in becoming more aware of their own personal cultural
background.
 I. Understanding humans as cultural beings and identifying elements of culture.
 II. The development of culturally influenced cognition, interactional styles, language and
communication.
 III. The socio-cultural contexts of families and communities.
 IV. Instruction on participant observation
CASE STUDIES: Engage in group discussions on case study on cross-cultural conflicts
19
GUEST SPEAKERS: Guest speakers from various communities (not just professionals) to present on
cultures in the community. Will be given same questions to address so can compare and contrast
perspectives.
DISTANCE LEARNING POSSIBILITIES:
I. Understanding humans as cultural beings and identifying elements of culture
WEBCT DISCUSSION GROUPS: You will be assigned a discussion group with several of your fellow
students. After reading assigned readings, you will respond in your discussion group to questions
generated by either the instructor or a student from your group. Possible readings and questions
include:
 What is race? How has it been constructed? In what ways do schools perpetuate racism? Is
racism an American value? What is culture? What is diversity? What is ethnicity? How do
attitudes about race and the place of women compact identity formation? What challenges will
these populations experience as a result of racism and sexism? In what ways have we infused
theories of inferiority and domination into American society? Do you consider people that
exhibit a disability a separate culture? What are American attitudes and values towards ESOL
students? How do those attitudes influence school policy and disadvantage ESOL students in
the classroom? Also, how do school policies, practices and programs perpetuate inequalities for
ESOL students?
o Sleeter, How White Teachers Construct Race
o Pinar, Notes on understanding curriculum as text
o Martin, Reclaiming the Ideal of an Educated Woman
o Espiritu, Beyond the “Boat People”
o Valdez, The world outside and inside schools: Language and immigrant children
II. The development of culturally influenced cognition, interactional styles, language and
communication
WEBCT DISCUSSION GROUPS: You will be assigned a discussion group with several of your fellow
students. After reading assigned readings, you will respond in your discussion group to questions
generated by either the instructor or a student from your group. Possible readings and questions
include:
 What is the relationship of the self to society? How would describe yourself according to the
dimensions of personal identity? How would describe yourself according to the stereotypes and
descriptions of society? How will understanding the process of helping assist you in responding
to the challenge of diversity? Which helping skills do you personally need to improve upon and
to develop your capacity for good communication? How difficult is it to adopt perspectives
different from your own? How does this skill influence teacher behavior?
III. The socio-cultural contexts of families and communities
IV. Instruction on participant observation
V. Socio-cultural influences on learning
WEBCT DISCUSSION GROUPS: You will be assigned a discussion group with several of your fellow
students. After reading assigned readings, you will respond in your discussion group to questions
generated by either the instructor or a student from your group. Possible readings and questions
include:
 Give reasons for using groups to create a positive classroom environment. What will be your
greatest challenge in classroom management?
o Ellison, excerpts, Invisible Man
o Franklin, When children don’t learn
20
o Books, S. (Ed). (1998). Invisible children: in the society and its schools. Mahwah, NJ:
Lawrence Erlbaum Associates.
o Kozol, J. (1991). Savage inequalities. New York: Crown.
o Tatum, B. D. (1997). Why are all the black kids sitting together in the cafeteria? New
York: Basic Books.
o Obidah, J. E. and Teel, K. M. (2001). Because of the kids: Facing racial and cultural
differences in schools. New York: Teachers College Press.
o Michie, G. (1999). Holler if you hear me: the education of a teacher & his students.
VI. Awareness of culturally responsive pedagogies
WEBCT DISCUSSION GROUPS: You will be assigned a discussion group with several of your fellow
students. After reading assigned readings, you will respond in your discussion group to questions
generated by either the instructor or a student from your group. Possible readings and questions
include:
 What is the teacher’s role in helping students develop positive cultural identities? What goals
should you adopt to ensure that students are treated equitably in your classroom? If you don’t
think goal setting is necessary, why not? What would Howard say in response to your
questions? When you adopt different perspectives, do children have the same educational
experiences? What factors influence their experiences in the classroom? How much of the
difference is caused by student/family back ground or teacher/school characteristics or climate?
o Ellison, excerpts, Invisible Man
o Franklin, When children don’t learn
o Books, S. (Ed). (1998). Invisible children: in the society and its schools. Mahwah, NJ:
Lawrence Erlbaum Associates.
o Kozol, J. (1991). Savage inequalities. New York: Crown.
o Howard, G. R. (1999). We can’t teach what we don’t know: White teachers,
multiracial schools. New York: Teachers College Press.
VII. Effects of policy and practice on culture, race, social class, persons with disabilities, gender,
sexual orientation, and other categories of diversity.
WEBCT DISCUSSION GROUPS: You will be assigned a discussion group with several of your fellow
students. After reading assigned readings, you will respond in your discussion group to questions
generated by either the instructor or a student from your group. Possible readings and questions
include:
 What are school systems doing about conflict resolution and mediation in the schools? How
does gender effect interactions between students and between students and teachers? In what
ways do notions of dominance or superiority shape teacher behavior? What are the
ramifications for diverse student populations? Is this what we want for American children?
What are the causes of youth violence: In what ways does American culture give rise to school
violence? If school violence is a manifestation of American culture, can you minimize the
occurrences? How can parents be involved in creating safe schools?
o Galtung, Violence Peace and Peace Research
o Elliot, Violence in American Schools
o Noguera, Preventing and producing violence
o Martin, Reclaiming the Ideal of an Educated Woman
o Houston, Gender freedom and the subtleties of sexist education
o Kozol, J. (1991). Savage inequalities. New York: Crown
o Howard, G. R. (1999). We can’t teach what we don’t know: White teachers,
multiracial schools. New York: Teachers College Press.
21
VIII. Equity in education: testing, tracking, disciplinary policies, and special education placement
IX. History of prejudice, discrimination and racism in U.S. and their current educational
implications
WEBCT DISCUSSION GROUPS: You will be assigned a discussion group with several of your fellow
students. After reading assigned textbook chapters, you will respond in your discussion group to
questions generated by either the instructor or a student from your group. Possible readings and
questions include:
 What is the relationship between attitudes about difference and the social, economic, political,
and educational opportunities that groups have historically received? What does it mean to be
historically disadvantaged in American society? How has racism been legally protected? Is
education the great equalizer? In what ways are children with disabilities marginalized? Are
these roles of education consistent with our ideas about democratic society? Why was
education central in the struggle for equality? What strategies were used in efforts to transform
education? What was the impact of Brown vs. Board of Education? Given the struggles of the
1960s and 1970s, why are discussions about equity in education ongoing? Was desegregation
an appropriate strategy given goals of equity in education?
o Spring, J. (1997). Deculturalization and the struggle for equality: A brief history of the
education of dominated cultures in the United States
o Weider, A. (1997) Race and education: Narrative essays, oral histories, and
documentary photography.
o Martin, Reclaiming the Ideal of an Educated Woman
o Espiritu, Beyond the “Boat People”
o Woodward, Strange Career of Jim Crow
X. Cultural diversity and its influence on teaching and learning
SHORT RESEARCH PAPER: Develop a paper (3-5 pages) pertaining to a specific issue that you would
like to explore in the area of teaching and learning across cultures. The instructor will provide you
with a list of topics, and you will research one and deliver a short presentation to the class that
highlights significant aspects of the issue and provides a broad perspective for the aspiring teacher.
Topics will include a focus on teaching and learning strategies which contribute to or help close
achievement gaps.
SUGGESTED TEXTS:
1. Abelove, J. (1998). Go and come back. New York: Puffin Books.
2. Cushner, K. A., McClelland, & Stafford, P. (2003). Human diversity in education: An integrative
approach (4th ed.). Boston: McGraw Hill.
3. Heward, W. L. (2006). Exceptional Children (8th ed.). Merrill.
4. Martin, J. N. & Nakayama, T. K. (2004). Intercultural communication in contexts (3rd ed.).
Boston: McGraw Hill.
5. Nieto, S. (2003). Affirming diversity: The sociopolitical context of multicultural education (3rd
ed.). White Plains, NY: Longman.
6. Wood, J.W. (2006). Teaching students in inclusive settings (5th ed.). Merrill.
7. Pang, V. (2002). Multicultural education: A caring centered, reflective approach. Boston: McGraw
Hill.
BIBLIOGRAPHY OF SUGGESTED READINGS:
1. Angelou, Maya (1983). I Know Why The Caged Bird Sings. N.Y., Doubleday
22
2. Au, K. H. (1998). Social constructivism and the school literacy learning of students of diverse
backgrounds. Journal of Literacy Research, 30(2), 297-319.
3. Au, K. H. (1993). Literacy instruction in multicultural settings. New York: Harcourt Brace.
4. Banks, J. (1999). An introduction to multicultural education. Boston: Allyn & Bacon.
5. Banks, J. & Banks, C. A. M. (2001). Multicultural education: Issues and perspectives (4th ed.).
New York: John Wiley and Sons.
6. Barrett, J. D. (1991). Willie’s not the hugging kind. New York: Harper Trophy.
7. Bennett, A., Bridglall, B. L., Cauce, A. M., Everson, H. T., Gordon, E. W., Lee, C. D., MendozaDenton, R., Renzulli, J. S., Stewart, J. K. (2004). All students reaching the top: strategies for
closing academic achievement gaps. A Report of the National Study Group for the Affirmative
Development of Academic Ability. Naperville, IL: North Central Regional Educational
Laboratory.
8. Bennett deMarrais, K. (1998). Urban Appalachian children: an “Invisible Minority” in city
schools. In S. Books (Ed.). Invisible Children. Mahwah, NJ: Lawrence Erlbaum Associates.
9. Bennett deMarrais, K. (1999). Colonization of the self: The construction of gender in patriarchal,
capitalist America. In D. A. Gabbard (Ed.). Power/ knowledge and the politics of educational
meaning: A teacher’s guide. Mahwah, NJ: Lawrence Erlbaum Associates.
10. Bernard, B. (1996). Fostering resiliency in urban schools. In B. Williams (Ed.), Closing the
Achievement Gap: A vision for changing belief and practice (pp. 96-119). Alexandria, VA: ASCD.
11. Brown, Claude (1993). Manchild in The Promise Land. N.Y. Simon & Schuster.
12. Bryant, L. M. (2002). I’m black and I’m proud, wished the white girl. Lincoln, NE: Universe, Inc.
13. Cooper, M. L. (1999). Indian school: Teaching the white man’s way. New York: Houghton
Mifflin.
14. Davis, Sampson, Jenkins, George, Hunt, Remeck, & Page, Lisa, F. (2003) The Pact: Three young
men make a promise and fulfill a dream. N.Y.: Riverhead
15. Delpit, L. (1986). Skills and other dilemmas of a progressive black educator. Harvard Educational
Review, 56, 179-385.
16. Delpit, L. (1998). The silenced dialogue: Power and pedagogy in educating other people’s
children. Harvard Educational Review, 58, 280-298.
17. Diamond, B. & Moore, M. (1995). Multicultural literacy: Mirroring the reality of the classroom.
New York: Longman.
18. Eaker-Rich, D. & Van Galen, J. (Ed.). (1996). Caring in an unjust world: Negotiating borders and
barriers in school. Albany, NY: State University of New York Press.
19. Campbell, D. E. (2000). Choosing democracy: A practical guide to multicultural education.
Columbus, OH: Merrill/ Prentice Hall.
20. Cushner, K., McClelland, A., Safford, P. (2003). Human diversity in education: An integrative
approach. New York: McGraw-Hill.
21. Dandy, E. B. (1991). Black communications: Breaking down the barriers. Chicago, IL: African
American Images.
22. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American
doctors and the collision of two cultures. New York: Noonday Press.
23. Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge. Boston:
Houghton Mifflin Company.
24. Gollnick, D. M. and Chinn, P. C. (2002). Multicultural education in a pluralistic society.
Columbus, OH: Merrill/Prentice Hall.
25. Gorski, P. C. (2001). Multicultural education and the Internet: Intersections and integrations. New
York: McGraw-Hill.
26. Grant, C. A., & Gomez, M. L.(2001). Campus and classroom: Making schooling multicultural.
Columbus, OH: Merrill/Prentice Hall.
27. Haberman, M. (1995). Star teachers for children of poverty. West Lafayette, IN: Kappa Delta Pi.
23
28. Hale-Baneson, J. (1986). Black children: Their roots, culture, and learning. rev. ed. Baltimore:
John Hopkins University Press.
29. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms.
New York: Cambridge University Press.
30. Hilliard, A.G., III. (1990). Misunderstanding and testing intelligence. In J. I. Goodlad & P.
Keating (Eds.), Access to knowledge: An agenda for our nation’s schools. New York: College
Entrance Examination Board.
31. Hollins, E., King, J. & Hayman, W. (1994). Teaching diverse populations: Formulating a
knowledge base. Albany, NY: State University of New York Press.
32. Hernandez, H. (2001). Multicultural education: A teacher's guide to linking context, process, and
content. Columbus, OH: Merrill/Prentice Hall.
33. Horgan, D. (1995). Achieving gender equity: Strategies for the classroom. Boston: Allyn and
Bacon.
34. Hudson, C. M., Brown, C., Belcher, J., Cleveland, W., Cox, W., Dunning, A., et al. (2003).
REPORT of the research and policy analysis subcommittee. Atlanta, GA: The University System
of Georgia's Task Force on Enhancing Access for African-American Males.
35. Irvine, J. J. (Ed.). (1997). Critical knowledge for diverse teachers and learners. Washington, D.C.:
AACTE.
36. Irvine, J. (1990). Black students and school failure: Policies, practices, and prescriptions. New
York: Praeger.
37. Johnson, D. & Roen, D. (1989). Richness in writing: Empowering ESL students. White Plains,
NY: Longman.
38. Kettlewell, J., Lomotey, K., Culbreath, J., Dandy, E., Haycock, K., Hooker, S., et al. (2003).
REPORT of the K-12/pipeline issues subcommittee. Atlanta, GA: The University System of
Georgia's Task Force on Enhancing Access for African-American Males.
39. Kindlon, D. & Thompson, M. (1999). Raising Cain: Protecting the emotional life of boys. New
York: Ballantine Books.
40. Kleinfield, J. & Yerian, S. (Eds.). (1995). Gender tales: Tensions in the schools. New York: St.
Martinís Press.
41. Kozol, J. (1991). Savage inequalities. New York: Crown.
42. Kunjufu, J. (1990). Countering the conspiracy to destroy black boys, vol. 2. Chicago, IL: African
American Images.
43. Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children.
San Francisco, CA: Jossey-Bass.
44. Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got
wrong. New York: Touchstone.
45. Lomotey, K. (Ed.). (1990). Going to school: The African-American experience. Albany, NY:
State University of New York Press.
46. Malcolm, X & Haley, A. (1975). The Autobiography of Malcolm X. N.Y., Random House.
47. Marshall, P. L. (2002). Cultural diversity in our schools. Belmont, CA: Wadworth.
48. McCaleb, S. (1994). Building communities of learners: A collaboration among teachers, students,
families, and community. New York: St. Martins Press.
49. McIntosh, P. (1989, July/August). White privilege: unpacking the invisible knapsack. Peace and
Freedom, 10-12.
50. McIntosh, P. (1990). Interactive Phases of Curricular and Personal Re-Vision with Regards to
Race. Wellesley, MA: Center For Research on Women.
51. McIntosh, P. (1995). White privilege and male privilege: A personal account of coming to see
correspondences through work in women’s studies. In M. L. Anderson & P. H. Collins (Eds.),
Race, class, and gender: An anthology (2nd ed). Belmont, CA: Wadsworth.
24
52. McLaughlin, B. (1992). Myths and misconceptions about second language learning: What every
teacher needs to unlearn. Santa Cruz, CA: National Center for Research on Cultural Diversity and
Second Language Learning.
53. Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education, New
York: Longman Publishers.
54. Nieves-Squires, S. (1992). Hispanic women in the U.S. academic context. In L. B. Welch (Ed.),
Perspectives on minority women in higher education. New York: Praeger.
55. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
56. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale
University Press.
57. Obgu, J. (1990). Minority education in comparative perspective. Journal of Negro Education, 59,
45-47.
58. O’Reilly, P., Penn, B. & Bennett deMarrais, K (Eds.). (2001).Educating Young Adolescent Girls.
Mahwah, NJ: Lawrence Erlbaum Associates.
59. Pacheco, M. (2004). Minority teacher recruitment, development, and retention. Harvard
Educational Review, 58, 375-379.
60. Paley, V.G. (1989). White teacher. Cambridge, MA: Harvard University Press.
61. Pang, V.O. (1998). Ethnic prejudice: Still alive and hurtful. Harvard Educational Review, 58, 375379.
62. Pelzer, David (1995) A child called It . Omaha, Omaha Press.
63. Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: G.P.
Putnam’s Sons.
64. Purcell-Gates, V. (1995). Other people’s words: The cycle of low literacy. Cambridge, MA:
Cambridge University Press.
65. Rodriguez, R. (1982). The hunger of memory: The education of Richard Rodriquez. Boston:
David R. Godine.
66. Ryan, P. M. (2000). Esperanza rising. New York: Scholastic.
67. Sadker, M. & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. New York:
Simon & Schuster.
68. Singelis, T.M. (Ed.) (1998). Teaching about Culture, Ethnicity, & Diversity: exercises and
planned. Thousand Oaks, CA: Sage.
69. Slavin, R. E., & Bradock, J., III., (1994). Ability grouping: On the wrong track. In J. I. Goodlad &
P. Keating (Eds.), Access to knowledge; The continuing agenda for our nation’s schools. New
York: College Entrance Examination Board.
70. Sleeter, C. E. (1993). How white teachers construct race. In C. McCarthy & W. Crichlow (Eds.),
Race identity and representation in education. New York: Routledge.
71. Sleeter, C. E. & Grant, C. A. (1999). Making choice for multicultural education: Five approaches
to race, class, and gender. Columbus, OH: Merrill/Prentice Hall.
72. Smith, G. P. (1987). The effects of competency testing on the supply of minority teachers. A report
prepared for the National Education Association and the Council of chief State School Officers.
ED302 521. Washington, D.C.: NEA.
73. Smith, G. P. (1998). Common sense about uncommon knowledge: The knowledge bases for
diversity. Washington, DC: AACTE.
74. Spring, J. (2004). The intersection of cultures. New York: McGraw Hill.
75. Stepp, L. (2000). Our last best shot: Guiding our children through early adolescence. New York:
Riverhead Books. Tatum, B.D. (1997). Why are all the black kids sitting together in the cafeteria?
And other conversations about race. New York: Basic Books.
76. U.S. Congress (1984). Equal Educational Opportunities and Transportation of Students Act of
1974, 294(f). 20 U.S.L.
77. Valenica, R. (1991). Chicano school failure and success. New York: The Falmer Press.
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78. Ward, J. V. (2000). The skin we’re in. New York: The Free Press.
79. Wainer, A. (2004). The new Latino south: Strategies for educators and policy makers in emerging
immigrant communities. Los Angeles: The Tomas Rivera Policy Institute.
80. Woodson, C. G. [1933] 1990. The miseducation of the Negro. Trenton, NJ: African World Press,
Inc.
81. Zehr, M. (2005). Report faults immigrant instruction in 3 states. Education Week, 24, 12.
EXPLORING LEARNING AND TEACHING
EXAMPLES OF PEDAGOGICAL RESOURCES AND POTENTIAL INSTRUCTIONAL ACTIVITIES
I. POTENTIAL FIELD EXPERIENCE ACTIVITIES
SCHOOL PLACEMENTS: Students could be placed in local schools to do specific observation or
interview assignments connected to course content, such as
 Observation of at least one "duty" such as hall duty, recess, lunch duty, bathroom duty or bus
duty
 Observation of whole class instruction activity, followed by teacher interview
 Interaction activity with a small group of students (choice of activity and student to be made by
mutual agreement between participating classroom teacher and observing student)
 One-on-one interaction activity with a single classroom student (choice of activity and student
to be made by mutual agreement between participating classroom teacher and observing
student)
 Observation in a special education room (either self-contained or resource room)
 One interview with a current or past member of a Student Support Team, or attendance at one
meeting of a Student Support Team
 One field day devoted to observation in a setting for gifted children, e.g., gifted resource
classroom, advanced, challenge, honors or AP content courses.
SERVICE LEARNING: Students could volunteer or work at a school or outside community agency,
keeping a journal and writing a reflective paper connecting their learning during this experience with
specific course content. Options for such a project offered at one university in an early education
course include:
 Tutoring or mentoring struggling students at a local school through the Reading
Apprenticeship project at Elementary School, the High school tutoring program or the
*** County Mentor program.
 Working with students in an after-school program one or two afternoons a week at a
local school or through the Hispanic tutoring program at Mobile Home Park, the Boys
and Girls club, or the "Safe Harbor Project..
 Being a teacher or assistant teacher for a class or group of kids through a school,
community, or church group (e.g., Girl Scouts, Little League, Sunday school, YMCA).
COMMUNITY-BASED ACTIVITIES: Students could be requested to do specific observation or
interview assignments in non-school settings, such as
 Observing different ages or genders of children at a playground.
 Observing family interactions at a community picnic, fair or children's sports event
 Interviewing an older family member regarding changes in schools or culture since they
were young.
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II. POSSIBLE READINGS
ARTICLES:
1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational
Psychology, 84, 261-271.
2. Bjorklund, D. E. (1997) In search of a metatheory for cognitive development (or, Piaget is Dead
and I don't feel so good myself). Child Development, 68, 1, 144-148.
3. Brown, A. L. (1997). Transforming schools into communities of thinking and learning about
serious matters. American Psychologist, 52, 399-413.
4. Callaghan, T., Rochat, P., Lillard, A., Claux, M.L., Odden, H., Itakura, S., Tapanya, S., & Singh,
S. (2005). Synchrony in the onset of mental-state reasoning: evidence from five cultures.
Psychological Science, 16,5, 378-384.
5. Caulfield, R. (2000) Number matters: Born to Count. Early Childhood Education Journal, 28, 1,
63-65.
6. Carey, W .B. (1998). Temperament and behavior problems in the classroom. School Psychology
Review, 27, 4, 522-533.
7. Collins, A., Brown, J. S. & Holum, A. (1991). Cognitive apprenticeship: Making thinking
visible. American Educator, Winter 1991, 6-46.
8. Collopy, R. B. & Green T. (1995). Using motivational theory with at-risk children. Educational
Leadership, 37-40.
9. Colvin, G., Ainge, D., Nelson, R. (1997, July/August) How to defuse confrontations. Teaching
Exceptional Children, 47-51.
10. DeLoache, Judy, S., Miller, K.F., & Rosengren, K.S. (1997) The credible shrinking room: very
young children's performance with symbolic and nonsymbolic relations. Psychological Science,
8, 4, 308-313.
11. Kerkman, Dennis D., Siegler, Robert S. (1997) Measuring individual differences in children's
addition strategy choices. Learning & Individual Differences, 9, 1, 1-18.
12. Martin, N. K. (1997, March). Connecting instruction and management in a student-centered
classroom. Middle School Journal, 3-9.
13. Neill, D. M. (1997). Transforming student assessment. Phi Delta Kappan, 79(1), 34-40.
14. Shandler, N. (1996). Just rewards: Positive discipline can teach students self-respect and
empathy. Teaching Tolerance, Spring ‘69, 37-41.
15. Siegler, R.S. (2000) The rebirth of children's learning. Child Development, 71, 1, 26-35.
16. Thelen, E. (2000) Grounded in the world: developmental origins of the embodied mind.
Infancy, 1, 1, 3-28.
BOOK CHAPTERS:
1. Ainsworth, M.D.S. (1991). Attachments and other affectional bonds across the life cycle. In
C.M. Parkes, J. Stevenson-Hinde, & P. Marris (Eds.), Attachment across the life cycle (pp. 3351). New York: Routledge.
27
2. Anderson, R. C. (1984). Role of a reader's schema in comprehension, learning, and memory. In
R. Anderson, J. Osborn, & R. Tierney (Eds.), Learning to read in American schools: Basal
readers and content texts (pp. 243-272). Hillsdale, NJ: Erlbaum.
3. Heath, S. B. (1982). Questioning at home and at school; A comparative study. In G. Spinder
(Ed.), Doing the ethnography of schooling (pp. 102-131). New York: Holt, Rinehart &
Winston.
4. Sanson, A., & Rothbart, M.K. (1995) Child temperament and parenting. In W. Kessen (Ed.),
Handbook of parenting: Vol. 4: Applied and practical parenting (pp. 299-321). Mahwah, NJ:
Erlbaum.
5. Sigelman, C.K. & Rider, E.A. (2006). Language and Education, Life-span human development
(5th ed), Chapter 10, Thomson Wadworth: Belmont, CA.
BOOKS:
1. Brophy, J. (2004). Motivating students to learn. Boston, MA.: McGraw-Hill.
2. Greenwood, G. E., Fillmer, H. T., & Parkay, F. W. (2002). Educational psychology cases (2nd
ed.) New Jersey: Merrill Pub.
3. Holt, J. (1983). How children learn. New York: Seymour Lawrence Pub.
4. Meichenbaum, D. & Biemiller, A. (1998). Nurturing independent learners. Cambridge: MA:
Brookline Books.
5. Nicholls, J. G., & Hazzard, S. P. ((1993). Education as adventure: Lessons from the second
grade. New York: Teachers College Press.
6. Tishman, S., Perkins, D. N., & Jay, E. (1995). The thinking classroom. Boston: Allyn & Bacon
7. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.
Alexandria, VA: ASCD.
III. REFLECTIVE ACTIVITIES
Debates: Students are randomly assigned to represent the pro or con side of an educational issue
(constructivism, teaching reading using only whole language, etc.), and come to class ready to debate
for their assigned side. Students must have accessed and read research articles on both sides of the
issue and debate the topic. After the debate students write a reflective paper describing their opinion
before and after the discussion and why they either have the same opinion or have changed their stance
on the issue.
Quick-writes: At the very beginning of class, students write informally for five minutes on a question
asking them to describe a life experience, such as:


(when studying Behaviorism) Write about a time when you were punished in school.
How did the punishment affect your subsequent behavior, your feelings about the class
or teacher, and your learning in that situation.
(when studying motivation) Write about a time when you were very motivated to learn
or accomplish something. Why were you so motivated in this situation?
Students are then given a chance briefly to share their experiences, and the instructor records key
28
phrases or elements on the board and builds upon these experiences in explaining the relevant concepts
for that topic.
Journals: Students can be asked to keep reflective journals on field experiences (see above), or
simply to write weekly or biweekly at some length on a topic connecting their own experiences or
ideas with concepts from the course. These can be used as introductory or summary activites.
Examples of journal topics might be:

Example 1: In the coming chapter, we will be considering how diversity affects student
learning. All of us will teach classes of students who are diverse in temperament, ethnicity,
culture, home background, motivations, talents, prior knowledge, and learning style (to name a
few!) I'd like you to write about how one of your teachers (any time during your education)
dealt well with the diversity of students in his or her class.
o How did he/she make them all feel comfortable?
o How did he/she help them all learn?
o What you can learn by reflecting on their teaching practices?
If you want, you may write about a teacher who handled diversity badly instead of well, covering the
same basic areas.

Example 2: Recently we have studied about temperament and how it affects our lives. Write
about one of these:
a) How some element of your own temperament affected your learning in a particular
school situation, OR
b) Someone you know who has a temperament quite different from yours in some
respect(s), and how your new knowledge of temperament now helps you understand
him/her better.

Example 3: I want to explore the idea of "cognitive apprenticeships" in school a bit further in
this journal entry. Looking back at your school career, please write about a time when you
were asked to do an authentic task as part of your class work in school. By an authentic, or
real, task, what I mean is doing something that actually benefited someone else or served some
real purpose in addition to being a "learning experience" for you, something that someone
would find worth doing even in they weren't in school. In addition to describing this experience
to me, you may want to write about some of these things:
o your feelings during this experience and how it compared for you to other more
traditional learning activities
o what you actually learned from the experience. Was it what your teacher hoped you
would learn? Was it part of the official "curriculum"?
o the amount and kind of guidance (i.e., "teaching") you were given during the experience
and how it affected your learning
o if you worked with others on this task, how this may have influenced your learning
If you have not ever been asked to do any real task as part of school learning, write about an activity
you wish you had been asked to do or write about why you think you weren't ever, in school, asked to
do anything real.
29
IV. SMALL-GROUP PROBLEM-SOLVING
Students can work in small groups to solve problems in learning and teaching drawn from videos,
cases or vignettes of typical classroom interactions. Results of such small group work should be
shared and discussed with the rest of the class, either in class or through instructor compilations or online postings. The following is one example of such an assignment:
Small Group Activity - Behavior management
Cindy Johnson is a new sixth grade English teacher at Big Pine Middle School. It is November, and
she is beginning to wonder if she was really cut out for teaching. She just can't seem to manage her
sixth period class. The problem is Brian. Brian is a big kid for his age, and lots of the other kids look
up to him. He's good at sports, but not very good at schoolwork, it seems. At the beginning of the
year, he would do his work, but he grumbled a lot and often got off-task, whispering with his
neighbors or getting up to sharpen his pencil or go to the bathroom. As a result, the work he turned in
was frequently not very good, and sometimes incomplete. Cindy felt he really wasn't trying as hard as
he could, so she felt justified in giving him the Cs and Ds his work deserved. Following the advice of
some veteran teachers in the building, she also began to "crack down" on Brian's behavior, at first
merely reprimanding him whenever he grumbled or began to talk or got out of his seat. When
reprimanding didn't work, she started "punching" his behavior card, and finally had to send him to the
assistant principal several times.
Despite all her efforts though, the situation has gotten worse instead of better. Brian's work in class
has gotten steadily worse and his complaints have gotten more and angrier, to the point that he will
sometimes refuse openly to work at all. His off-task behavior has escalated, too; instead of
whispering, he will talk and joke openly, clowning and sometimes making veiled fun of Cindy herself.
Other children in the class have been drawn into his behavior, laughing at his jokes and joining his
conversations, so that overall off-task behavior has increased to the point that Cindy finds herself
giving five or more "punches" in that class every day, and has worn herself out reprimanding and
correcting students for misbehavior. Last Friday, she was shocked to find herself yelling at the class,
saying that because they had been "horrible" all week, they wouldn't get to see the movie she had
planned, but instead had to do two extra pages of grammar. By watching everyone like a hawk, she
kept it quiet for the last 40 minutes of the period, but she went home feeling like a failure--she hadn't
gone into teaching to yell at kids and act like a prison guard.
To make things worse, Cindy's principal talked with her on Monday, asking if there was anything he
could do to help her with the "problems" in her sixth period class. When she said that she felt Brian
was at the bottom of her problems, the principal was sympathetic, saying that Brian's two older
brothers had "been a bit difficult" when they were in school, but that she would need to figure out a
way to handle him, and the rest of the class, herself. He suggested that she talk with some of the other,
more experienced teachers, for advice. Cindy didn't feel comfortable doing that, so she has come to
you, her supervising teacher from last year, for help. You need to help Cindy understand why her
current strategies haven't worked, and help her plan some new strategies.
In your small group, discuss and write your answers to the following questions on another sheet of
paper, include support for your ideas from the readings from this week, and be prepared to discuss
your ideas with the class:
1. Why isn't the Cindy's current behavioral management plan working? (Think about what
she might be doing that is ineffective, and also about how Brian might be being reinforced
30
for his current behavior.)
2. Why is Brian actually doing less and less school work, and sometimes even refusing to
work in class?
3. In what ways is modeling contributing to Cindy's troubles with Brian and the rest of the
class?
4. How is Cindy's interaction with Brian an example of reciprocal determinism?
5. What can she do to turn these problems around? Think of at least three good strategies,
supporting them from the readings you have done for this week. Consider alternatives
related to changing the environment, positive discipline and reinforcement,
punishment/response cost, modeling, cueing and prompting.
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