Annotated Bibliography

Transcription

1 Name: Susan Mayberry Date: Summer 2009 Class: Cohort Course: MAT 735 Meeting the Needs of Diverse Students Instructor: Adam Holden Unit: #4 Assignment: #5 Annotated bibliography Annotated Bibliography APA Online. (1993). Beyond title IX: Gender equity issues in schools. Retrieved from the Web June 9, Beyond Title IX: Gender equity issues in schools, provides an overview of Title IX and gender equity in education. This article provides articulation of key equity issues, which schools are encountering today. It attempts to clarify the interpretation and application of Title IX and provide steps to ensure nondiscrimination and equal opportunity for all. The author identifies major issues with students such as: drop out rates, bias in student/teacher interactions, participation and achievement of girls in math and science, lack of male and female students enrolling and completing vocational education courses historically nontraditional to their sex, gender bias in standardized tests, gender differences in learning styles, teen pregnancy and parenting, and sexual harassment of students by their peers. This article brings to the forefront key questions regarding these issues and possible next steps to tracking these issues and eliminating discrimination. APA Online. (2008). Physically handicapped students. Retrieved from the Web June 9, This article covers strategies that teachers should know and understand when working with physically disabled individuals. The article provides several tips in order to foster learning. Strategies mentioned include: capitalizing on the child s strengths, keeping expectations high, never accepting rude remarks, name calling or teasing from other children, never pitying physically disabled children, making adjustments and accommodations whenever possible to enable the child to participate, taking frequent one on one time to make sure the child is aware that you are there to help when needed, complimenting appearance from time to time, and taking opportunities to foster understanding and acceptance of the child s peers.

2 Barth, R., Dufour, Ri., Dufour, Re., & et. al. (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Education Service. Although the authors of this book have clear differences regarding their perspectives on the most effective strategies for making professional learning communities the norm, their differences lie in the means of accomplishment rather than the end result, which is raising student achievement. This resource offers teachers and administrators specific and practical strategies for moving forward with improvement efforts. The text attempts to try and bridge the gap between researchers and practitioners. The success of each generation of students depends upon the commitments and purposeful actions of the teachers who shape students school experiences each day. Putting it all together: standards, assessment, accountability, community, motivation, and producing lifelong learners. Cole, R. W. (2008). Educating everybody s children: Diverse teaching strategies for diverse learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. From cover to cover this book identifies and illustrates the many strategies that can be used within a classroom for educating everybody s child. The author recognizes the ever-changing world and that diverse teaching strategy for diverse learners is critical. This textbook spends time conveying the message that the educational system must change its approach to education. The book states that our children know how to learn in more ways than we know how to teach them. Chapter one is written to address what we know works in education and what we know does not. Chapter two identifies the various diverse learners in our society and the many diverse teaching strategies that educators have available to them. Chapters three through seven breakdown specific strategies related specific course work such as; reading, mathematics, writing, social studies, and science. The final chapter offers teaching strategies for immigrant and refugee children. Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5 th ed.). Needham Heights, MA: Allyn and Bacon. In this book, the authors articulate their belief that the three goals structures competitive, individualistic, and cooperative can be used productively and integrated into the same lesson. The basis of this text is that Johnson and Johnson believe that all students should be able to compete for fun and enjoyment, work autonomously on their own, and cooperate effectively with others. They also believe that just an importantly as students knowing when to compete, when to work on their own, and when to cooperate. The authors show through research how vital it is to implement appropriate goal structures in the classroom. Achievement will go up, relationships will become more positive, and psychological health will improve when goal structures are used

3 appropriately. The authors also unpack the few obstacles that hinder implementation of these structures. The different types of cooperative learning are also reviewed so that teachers can integrate these styles into the classroom in order to maximize class sessions. Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (8 th ed.). Boston, MA: Pearson Education, Inc. Authors Vern Jones and Louise Jones present practical methods for creating a positive learning environment, working with behavioral problems, and dealing with a range of challenges in the K-12 classroom. This text uses real-life examples to help teachers understand and apply the principles of classroom management into their own classroom situations. This book offers extensive material in the areas of working with culturally diverse students, special education, and teacher-student relationships. It also provides sample of classroom activities, test questions, and links to useful websites. Kearney, K. (1996). Highly gifted children in full inclusion classrooms. Retrieved from the Web May 31, This article by Kathi Kearney discusses full inclusion for highly gifted students. She covers issues of situations such as students who are gifted, instead of working at appropriate academic levels and having an equal opportunity to struggle are often asked to spend much of their time tutoring others or reviewing curriculum that they have already mastered years ago on their own. Kearney discusses the issue of gifted students opting for home schooling because traditional schools do not meet their needs. She also presents the fact that gifted children are the only group of exceptional children with no protection under federal statute for a free and appropriate public education. This article talks about the concern that gifted programs are caught between the budget knife and current philosophical movements in education, which emphasize heterogeneity. The author expresses concern that even though there is clear evidence of the academic and social gains in carefully designed homogeneous groupings of gifted students, gifted students have fewer and fewer opportunities in school to interact with intellectual peers because of full inclusion. Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2005). Classroom instruction that works. Upper Saddle River, NJ: Pearson Education, Inc. This book is complete and well rounded in its approach to research-based strategies for Increasing student achievement. The authors give an overview of attitudes about educational research, the need for educators to begin to apply research to instruction, and the overall effects of instructional techniques. Chapters two through ten, discuss in depth, the nine research-based strategies for student achievement. Each instructional strategy includes a summary of the research and theory. The authors, when possible, provide findings of specific studies related to the particular strategy being discussed. The book offers several examples relevant to the nine categories.

4 Payne, R. (2009). Understanding and working with students and adults from poverty. Retrieved from the Web May 23, In this article, author, Ruby R. Payne, discusses the hidden rules of society, and the fact that the middle class governs schools and work, in which students from generational poverty come with a completely different set of hidden rules. Payne unpacks the necessary framework that shapes the ideas of understanding how to work with students and adults from generational poverty. Key points about poverty are discussed prior to addressing ways to work with those affected by it. The author talks about poverty of several resources like; financial poverty, emotional poverty, mental poverty, physical poverty, knowledge of hidden rules, and poverty of support systems and role models. Payne explains how issues of language and story structure, cognitive issues, mediation, and relationships are key motivators to learning. The author notes that if we can make a difference in an additional 10 to 20 percent of the students, it would make a significant impact for those children and for our future as a country. Scott, J. Meeting the diverse needs of all students. Retrieved from the Web May 31, In this paper, Josephine Scott talks about meeting the diverse needs of all students. She points out that our American society is more diverse than ever before. Scott tells us that by 2050 that the white population is expected to have decreased by 60%. The author examines the need for education to change its thinking and approach in order to provide today s students with the skills, attitudes, and knowledge necessary in order to be multilingual and cross-culturally competent. This paper defines multiculturalism and provides information on how to create multicultural curriculum. Scott states that educators must view themselves as facilitators or learning rather than information givers. She also raises thinking questions to educators in regards to their own personal prejudices, communities, educational background, and vision. Tides Center. (2003). Take it back: A Manual for fighting slurs on campus. San Francisco, CA: Publication of Gay-Straight Alliance Network. Retrieved from the Web June 11, This manual is a 56-page document educating people about the countless differences among people we see differences in race, ethnicity, gender, cultural heritage, religious belief, sexual orientation, economic status, age, physical and mental ability, and many others. The document offers a resource tool to stop slurs, which is the California Student Safety and Violence Prevention Act of It contains material that will help you design a campaign at your school to reduce slurs and raise awareness about how to choose language that promotes a respectful environment. There are tools and resources to help you develop and implement your campaign, guidelines for working with your administration, a section on the history of slurs, and an analysis of the power dynamics that inform them. You will find statistics of slurs, and ways to respond to slurs on an individual level and suggestions on what to do when others encounter slurs towards them.

5 Stopping oppression and intolerance of difference that comes in all shapes, sizes, and colors, and sexualities and genders is addressed in this publication. Stopping the use of slurs at your school is a goal worthy of as much energy as you can give it. Weiler, E. (2003, December 2003). Making school safe for sexual minority students. Principal Leadership Magazine, Vol. 4, Issue 4, Counseling 101. Retrieved from the Web June 1, This column by Weiler demonstrates how through school-based interventions and educational training for school staff members, schools can create a safe, supportive, and nondiscriminatory environment for lesbian, gay, bisexual, and transgender students. Erica M. Weiler is a licensed psychologist and Nationally Certified School Psychologist. In this column Weiler addresses issues regarding school climate, educators comfort level addressing issues of sexuality, stressors related to sexual minority students, and the responsibility of school administrators to create a safe and affirmative school for all students. Wong, H., & Wong, R. (1998). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications, Inc. This book is an excellent resource for all teachers in regards to its approach to being an effective teacher. The authors cover the four stages of teaching: fantasy, survival, mastery, and impact. The text covers the three most important characteristics of an effective teacher: positive expectations, classroom management, and lesson mastery. It was also looks to future understandings of the professional teacher who constantly learns and grows to become a professional educator.