Trends -- Lutz
Paper 2
Although this paper is not due until next week, it's a good idea to let you have an
extra week to plan and perhaps start writing it. It is due at midnight on Sunday,
Mar. 5. You will need to write your paper using word-processing software. I
would recommend that you save it as a Word document or as a rich text file to
make sure that I can open it and read it on my computer.
Paper Requirements:
This paper will be a synthesis of the chapters you read in Lessons 4-6. Your first
task is to identify the main themes of the articles (not necessarily all at once at the
beginning of the paper). For each theme you identify, you will write about the
authors' views and how they may support or refute each other, when more than one
author addresses the theme. You will also write your views on that theme and
whether you agree or disagree with the authors' positions. Support your views with
observations from your own classrooms, from postings you have read or made in
course discussions, from personal experience, from other readings, or from
conversations with other mathematics teachers and professionals.
This is also your chance to say what your classroom should look like with regard
to teaching a diverse student population. To what extent is the student population
in your school diverse? How do you currently deal with that diversity? What
could/should you do differently in order to meet their learning needs? Don't be
concerned in this paper about whether the things identified in those views can be
implemented at this time!
Paper Submission: Be sure to include your name on your paper!!
By midnight on Sunday, Mar. 5, you will need to submit your paper. To do this, go
to the Course Tools icon on the Math 511 homepage (the first page you go to
when you login for class) and select the Assignment Dropbox and then the Paper 2
Assignment. You will then upload your file to the Assignment Dropbox so that I
can access it. The Dropbox for this paper will become available to you on at 12:00
AM on Monday, Feb. 27. If you submit your paper after midnight on Sunday, it
will still be accepted, but it will be labeled as a late submission. You may be
docked on your grade unless you have made arrangements with me to submit the
paper late due to extenuating circumstances.
Lesson 6 Paper 2 --page 1--
Trends -- Lutz
Lesson 4
The chapters you will be reading are Chapters 4 and 13 in Multicultural
Education: Issues and Perspectives. Persell in Chapter 4 examines how
educational structures, societal beliefs, and teachers, the curriculum they teach,
and their teaching practices either adversely or positively impact student learning.
In Chapter 13, Heward and Cavanaugh present perspectives on how these factors
impact the learning of students with disabilities.
Multicultural Education Issues and Perspectives Fifth ed. update ed. by James A. Banks and Cherry A. McGee Banks. John
Wiley and Sons, Inc. 2005
Chapter 4 Social Class and Educational Equality by Caroline Hodges Persell p87-109
Introduction
I
Educational Structures
A
Schools of the Upper and Upper-Middle Classes
B
Private Parochial Schools
C
Urban Schools
II
Educational Beliefs
III
Teaching, Curriculum, and Teaching Practices
A
Teachers
B
Tracking
C
Teachers’ Expectations
IV
Recommendations for Action
V
Summary
Conclusion
It’s not just the social standing that affect the children but how much parents work
and teach children before they enter school. The lower income parents I’ve seen
do not do much of this nor do they think it is important both where I have lived
and taught. As a HS teacher I have received little or no training in education
except for student teaching in HS and in one area I’m certified K-12. In the High
School I attended we were separated in groups of band or non-band students,
which did somewhat track us into upper and lower groups. In the HS where I teach
the lower-tracked students receive more time, money and resources than the
regular students. This does not strike me as educational equity.
Multicultural Education Issues and Perspectives Fifth ed. update ed. by James A. Banks and Cherry A. McGee Banks. John
Wiley and Sons, Inc. 2005
Chapter 13
Educational Equality for Students with Disabilities by William L. Heward, Rodney A. Cavanaugh, and Sara
C. Ernsbarger p317-349
Lesson 6 Paper 2 --page 2--
Trends -- Lutz
Introduction
I
Who Are Students with Disabilities?
A
Disability as a Social Construct?
B
How Many Students with Disabilities Are There?
C
Classification of Students with Disabilities
1
Possible Advantages of Labeling
2
Possible Disadvantages of Labeling
D
Eligibility for Special Education
E
Impact on Instruction
II
History of Educational Equality for Students with Disabilities
III
the Individuals with Disabilities Education Act: A Legislative Mandate for
Educational Equality for Students with Disabilities
IV
A
Major Components of the Individuals with disabilities Education Act
B
Zero Reject
C
Nondiscriminatory Identification and Evaluation
D
Free, Appropriate Public Education
E
Least Restrictive Environment
F
Due Process Safeguards
G
Parent and Student Participation and shared Decision Making
H
Section 504 of the Rehabilitation Act of 1973
I
The Americans with disabilities Act
Educational Equality for Students with Disabilities: Some Progress and
Remaining Challenges
V
A
Effective Instruction
B
Regular and Special Education Partnership
C
Early Intervention
D
Transition from School to Adult Life
E
Special Education in a Diverse Society
Summary
Conclusion
We have a lot of students that are in our “gifted and talented” program all of which
are Indians.
Lesson 5
You will be reading Chapters 6 and 7 in the multicultural education text. "Gender
Bias: From Colonial America to Today's Classroom" by David Sadker and Myra
Sadker and "Classrooms for Diversity: Rethinking Curriculum and Pedagogy" by
Mary Kay Thompson Tetreault.
Lesson 6 Paper 2 --page 3--
Trends -- Lutz
Multicultural Education Issues and Perspectives Fifth ed. update ed. by James A. Banks and Cherry A. McGee Banks. John
Wiley and Sons, Inc. 2005
Chapter 6 Gender Bias: From Colonial America to Today’s Classrooms by David Sadker and Myra Sadker p135-163
Introduction
I
The Hidden Civil Rights Struggle
II
Report Card: The Cost of Sexism in Schools
A
B
C
D
III
Academic
1
Girls
2
Boys
Psychological and Physical
1
Girls
2
Boys
Career and Family Relationships
1
Women
2
Men
Research Summary
Gender Bias in Today’s Classrooms: The Curriculum
A
Invisibility
B
Linguistic Bias
C
Stereotyping
D
Imbalance
E
Unreality
F
Fragmentation
G
Cosmetic Bias
IV
Recent Progress
V
Gender Bias in Today’s Classrooms: Instruction
VI
Trends and Challenges
VII
A
The Backlash
B
Single-Sex Schools and Classes
C
Title IX
D
Violence and the Male Stereotype
E
Technology
A Dozen Strategies fro Creating Gender-Fair Classrooms
Conclusion
My daughter was born 1 lb 10 oz.. We were instructed to read this huge
book on Premies. The book switched every other word for he and then said she,
except when quoting a specific parent or referring to a specific child. This made it
Lesson 6 Paper 2 --page 4--
Trends -- Lutz
very difficult to read. I found myself usually reading “she” for all the she’s and
he’s since I had a daughter. I find myself annoyed when people buy my daughter
dolls and other “girl” toys, she needs trucks and trains also.
Even though the author wrote that women were educated in sewing and
cooking as a negative thing, I think more people ought to be educated in
“domestic” skills. It has been found that women are at more of a health risk
indirectly resulting from education. They are now under the same stress as men.
I personally feel that “women studies” or fragmentation, as the author calls
it, are demeaning to women. It as if you’re telling them that they cannot compete
with men so they have to be grouped by themselves and they need more help than
do men, which I do not believe is true. People ought to be studied because of their
significant contributions, not because they are of a minority or a specific gender,
and 51% doesn’t constitute a minority.
I find that gender bias also? occurs when men are in a traditionally female
setting. When my wife and I go to a large sewing or cooking store, the help
constantly asks Ruth if they can help her, ignoring my questions or need for help.
One day Ruth said, “He’s the one that does the sewing, not me,” and they finally
gave me a little help.
The author hasn’t seen my school. The girls can easily out demand the guys
for attention, or at least it’s about even. I have not seen any substantial difference
in gender for using technology. My mom who is a retired teacher uses her laptop;
my sister uses hers all the time (her husband can barely use one) and so does my
wife.
Multicultural Education Issues and Perspectives Fifth ed update ed. by James A. Banks and Cherry A. McGee Banks. John Wiley
and Sons, Inc. 2005
Chapter 7 Classrooms fro Diversity: Rethinking Curriculum and Pedagogy by Mary Kay Thompson Tetreault p164-185
Introduction
I
II
Feminist Phase Theory
A
Male-Defined Curriculum
B
Contribution Curriculum
C
Bifocal Curriculum
D
Women’s Curriculum
E
Gender-Balanced Curriculum
Changing Traditional Ways of Teaching
A
B
Language Arts
1
Analyzing Children’s Literature
2
Pairing Female and Male Autobiographies
Science
Lesson 6 Paper 2 --page 5--
Trends -- Lutz
C
III
1
Fear of Science: Fact or Fantasy?
2
Doing Science
Social Studies
1
My Family’s Work History
2
Integrating the Public and Private Spheres
Summary
I like the phrase “When I think about science I ...” (P.179) because I would like to
see as, “When I think about math I ...” and the results it would obtain.
Lesson 6
chapter 9 of the textbook on multicultural education chapter 11 by Janet Ward
Schofield "Educational Equality for Students of Color" by Geneva Gay and "The
Colorblind Perspective in School: Causes and Consequences" by Janet Ward
Schofield.
Multicultural Education Issues and Perspectives Fifth ed update ed. by James A. Banks and Cherry A. McGee Banks. John Wiley
and Sons, Inc. 2005
Chapter 9 Educational Equality for Students of color by Geneva Gay p209-241
Introduction
I
II
Educational Attainment for Students of Color
A
Enrollment distributions and Persistence Rates
B
SAT Test Scores
C
NAEP Report Cards
Mixed Signals in Achievement Patterns
A
Understanding Mixed-Achievement Signals
III
Why Educational Inequality Exists for Students of Color
IV
Achieving Education Equality
A
Redefining Access
B
Changing Tracking and Testing
C
Curriculum Reform
D
Multicultural Teacher Education
1
learning how to culturally decode their attitudes and behaviors
2
understanding differences in cultural values & behavioral codes
3
pedagogical skills
4
public relations skill development
Conclusion
Lesson 6 Paper 2 --page 6--
Trends -- Lutz
“Students of color and poverty do not do as well in school as their middle-class
European American counterparts” (p. 211), but Asians are different from the
“Mathematics Teaching in the Middle School” Feb 2006 p287, I read later that this
was briefly stated in the text. The conclusion might be drawn that the academics
are biased toward Asians. The text states that “18-to 19-year-old females dropped
out of school” p213, and doesn’t mention teen pregnancies, hmmm how
interesting. School delay could also be before starting school. When we have 20year-old seniors who have been “school delayed” we usually steer them towards a
“vocational-track curricula” and that usually what they want. I know that in
Belcourt HS we have lower expectations of our graduates, at least in math. This
year’s seniors can graduate with pre-algebra as their highest math class. Next year
they must have algebra I. A lot of high schools have much higher math
requirements for graduation than Algebra I.
Multicultural Education Issues and Perspectives Fifth ed update ed. by James A. Banks and Cherry A. McGee Banks. John Wiley
and Sons, Inc. 2005
Chapter 11
the colorblind Perspective in School: Causes and Consequences by Janet Ward Schofield p265-288
Introduction
I
The Research Site: Wexler Middle School
II
Data Gathering
III
The Colorblind Perspective and Its Corollaries
IV
A
Race as an Invisible Characteristic
B
Race as a Taboo Topic
C
Social Life as Web of Purely Interpersonal Relations
The Functions and consequences of the Colorblind Perspective and Its
Corollaries
A
Reducing the Potential for Overt Conflict
B
Minimizing of Discomfort or Embarrassment
C
Increasing Teachers’ Freedom of Action
D
Ignoring the Reality of Cultural Differences between Students
E
Failing to Respond to and Capitalize on Diversity
Conclusions
None of my grandparents went to college, and most did not finish HS, but they
valued education so much that 6 of their 7 kids graduated from college and most
with advance degrees. As I was growing up, it was always said “when you go to
college” not if you go to college, a different mind perspective. On the reservation
we have worked with people who do not value education and do not considered
HS graduation or college to be significant or necessary. Since teaching requires at
Lesson 6 Paper 2 --page 7--
Trends -- Lutz
least 4 years of college, this would reduce the number of possible teachers from
the reservation. I have faced some discrimination from within the reservation with
remarks like “white devil” or “if we could just get rid of all these white teachers”
in several meeting and conferences.
I’m not quite sure what is meant by “equal status” on page 267. On page 268,
concerning the Wexler Middle School, they hired 25% black teachers yet the
percentage of black teachers is much lower than that, so were there discriminatory
hiring practices done? I liked the remark on page 270 “the normal set of values
that people generally want to see.” I have seen many of the reservation kids do
“ambiguously aggressive acts” p279, which I took to be “more playful and
friendly” and yet in violation of threatening behavior. The math series we use at
Belcourt uses a wide variety of names, a lot that I have never seen nor can I
pronounce. I believe they do this for a more diversified presentation of material.
1. What is meant by "Mixed Signals in Achievement Patterns?" p223-227
although there are some gains, there are other areas that seems to be
slipping. In reading and writing, this may be caused by “that’s our culture”
or “Ebonics” and the like. Many of our kids (Belcourt) speak and hear such
poor English that it is difficult for them to even recognize Proper English.
2. What happens when race becomes an "invisible characteristic?" p270-272
I don’t usually notice how many students are from different races unless
they make a big deal about it. 3. Embracing diversity--what does or should
it entail? Diversity is what makes us strong but too much tears us apart.
Criterion
Identification and description of authors’
views
Analysis and synthesis of authors’ views
and personal views
Clarity of writing
APA Style
Total
Points
Possible
20
Your Score
15
12
10
5
50
7
1
35
15
Lesson 6 Paper 2 --page 8--