Tag » background

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  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/24/09 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

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  Improving Education: The Promise of Inclusive Schooling

  1/28/07 - Dianne L. Ferguson, Audrey Desjarlais, Gwen Meyer, Equity Alliance at ASU

  The purpose of education is to ensure that every student gains access to knowledge, skills, and information that will prepare them to contribute to America’s communities and workplaces. This central purpose is made more challenging as schools must accommodate students with ever more diverse backgrounds, abilities, and interests. For students with disabilities, achieving this common purpose means thinking again about the consequences of special and general education as separate systems, and...

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  Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

  1/5/09 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU

  This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special...

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  Professional Learning for Culturally Responsive Teaching

  1/14/10 - Kathleen A. King, Alfredo J. Artiles, Elizabeth B. Kozleski, Equity Alliance at ASU

  Professional learning for culturally responsive teaching has the potential to address achievement gaps across ethnic groups and disproportionate representation in special education for students from culturally and linguistically diverse backgrounds. This Equity In Action has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to professional learning and (b) to provide guidelines for professional learning for culturally responsive teaching, as well as...

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  The Mississippi Cultural Responsivity Matrix- A Teachers’ Self-study Guide for Culturally Responsive Practices in Grades K-6: Reading and Mathematics

  1/24/09 - National Center for Culturally Responsive Educational Systems,, Equity Alliance at ASU

  Assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students.

• Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors

  1/1/06 - Noble, Kimberly G., Wolmetz, Michael E., Ochs, Lisa G., Farah, Martha J., McCandliss, Bruce D.

  Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can...

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  A new majority: Low income students in the South's public schools

  1/14/09 - Southern Education Foundation,

  This SEF research report reviews trends in the growth of low income children in the South’s public schools. The report finds that public schools in the region have enrolled a majority of low income students in each of the last three years (2004-2006) and today the South is the only region in the nation where low income students are 50 percent or more of public school enrollment. The report also provides some historical background on the presence of low income students in Southern states...

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: North Carolina

  1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Equity Alliance at ASU

  This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Ohio

  1/9/10 - Elizabeth Kozleski, Amanda Sullivan, Miranda Kucera, Equity Alliance at ASU

  This State Profile provides a snapshot of Ohio's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Tennessee

  1/24/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU

  This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Wisconsin

  1/5/09 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller, Equity Alliance at ASU

  This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

• Beyond the Laboratory: Evaluating the Survey Evidence for the Disidentification Explanation of Black-White Differences in Achievement

  1/1/04 - Morgan, Stephen L., Mehta, Jal D.

  The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. Analyzing data from the National Education Longitudinal Study, we found qualified support for portions of the...

• Bridging the Gaps in Perspectives on Equity in Mathematics Education

  1/1/08 - Luienski, Sarah Theule, Guiterrez, Rochelle

  In this rejoinder, the authors further detail their positions on the role of gaps analyses in mathematics education research as outlined in the previous 2 articles. They clarify areas of agreement and probe areas of disagreement, focusing on the benefits and dangers they see in either emphasizing educational disparities between groups or shifting the focus to the advancement of particular groups. The authors discuss ways in which their backgrounds have shaped their differences in...

• BROWN V. BOARD OF EDUCATION AND THE NO CHILD LEFT BEHIND ACT: COMPETING IDEOLOGIES

  1/1/05 - Nichols, Dan J.

  Focuses on the difference between the Brown versus Board of Education decision and the U.S. No Child Left Behind (NCLB) Act. Approaches to segregation; Historical background of the Brown case; Principles underlying NCLB.

• Burden of acting neither White nor Black: Asian American identities and achievement in urban schools

  1/1/06 - Lew, Jamie

  Ogbu's theory of "burden of acting white" has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu's theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students' academic aspirations and...

• Celebrating Diversity and Denying Disparities: A Critical Assessment

  1/1/03 - Lubienski, Sarah Theule

  In the past, researchers concerned with educational achievement gaps sought to identify underlying causes of those gaps by examining deficiencies of students' home backgrounds. In reaction against this "blame the victim" approach, scholars have moved toward focusing on positive aspects of diversity. This article raises critical questions about the tradeoffs of framing all diversity as positive. The author contends that such framings divert attention from socioeconomic diversity and obscure...