Identifying and dispelling sterotypes can be as simple as pointing out examples of sexist language in everyday curriculum materials, such as the use of "man" for "human" or the use of the pronoun "he" in referring to both men and women. Restructuring and reculturing schools to provide students with multiple pathways to college and career. ), Schooling and language minority students: A theoretical framework The cultural organization of teaching and learning. Teachers College Record, 98(3), 482–510. (pp. This sense of belonging in school has been correlated with engagement with schoolwork and perseverance in the face of obstacles (Gandara, 1995; Gibson & Bhachu, 1991). Burris and Welner (2005) documented changes in schooling practice that closed the achievement gap between black and Latino students and white and Asian students in middle and high school in the diverse Rockville Centre School District in New York. As she draws a face, she tells the children, "I am drawing eyes," and "I am drawing a mouth," and "These are teeth." The strategy includes. Reading Research Quarterly, 17(1), 115–152. Before drawing on books and other resources, the students themselves can be resources by using their own knowledge and prior experiences. Using student team learning (3rd ed.). From the youngest children's songs of Woody Guthrie to favorite world folk songs to the songs of social justice in the Civil Rights Movement, music illuminates the human condition and makes social studies more memorable. The first section, "Strategies for Culturally and Ethnically Diverse Students," contains strategies appropriate for children whose primary language may or may not be English. Their activities include conversing, reading, writing, and creating art projects. 143–186). Students also know that in a reciprocal relationship they are both teaching and learning. Approaches to multicultural curriculum reform. Teachers have a clear sense of their own ethnic and cultural identities. 133–142). Alexandria, VA: Association for Supervision and Curriculum Development. Teaching a second language to Indochinese refugees when no program exists. Chan, K. S. (1983). Moreover, Diplomas Count tells us that the average graduation rate in urban districts is 60 percent, compared to a 75 percent graduation rate in suburban communities. Monday through Friday Lincoln Center Institute has developed an assessment tool to assess habits of mind that are not measurable through standardized tests. Flood & P. Anders (Eds. Now that so many dual-language bilingual programs have been in place for the past 20 years, however, we can see that coming to a school that supports becoming bilingual and biliterate can actually be an advantage. Then, the recorder notes students' associations in circles around the center circle. The second section, "Strategies for Linguistically Diverse Students," contains strategies that specifically address the unique needs of learners of English as a second language. Teachers guided the students over the semester as they developed a new consciousness of the range of abilities of their classmates, irrespective of race. In J. Reyhner (Ed. Valenzuela and Dornbusch challenge "the dominant myth that academic achievement is obstructed by collective orientations." Adopting a truly global perspective allows us to view culturally and linguistically diverse students and their parents or guardians as resources who provide unparalleled opportunities for enrichment. Hispanics also include descendants from Spain, while Latinos are those from the Americas living in the United States. Researchers summarized the results of 145 programs that integrated the arts in curriculum in Critical Links: Learning in the Arts and Student Academic and Social Development (Deasy, 2002). These themes could be adapted for students from elementary school through high school. Moreover, many students who are at risk of failure in U.S. schools have styles of learning that are at odds with traditional instructional practices. Kleinfield, N. R. (2006b, January 10). Older students can learn about the rain forests in Central and South America; they might, as one example, graph the number of medicines derived from plants in this ecosystem. The students are assigned to different roles, such as researcher, recorder, reporter, illustrator, or graph maker (to graph the results of the research). In such collaborative work, diversity of skills is seen as a resource for the entire group; everyone brings something different to the table. Oakland, T., & Matuszek, P. (1977). In F. Rivera-Batiz (Ed. Children who have an opportunity to work in cooperative learning groups with fellow students of other races and ethnicities get to know those students as real people rather than as stereotypes. London: Longman. Teachers can provide learning opportunities for students who are proficient in languages other than English by organizing their classroom to include cross-age tutoring and peer tutoring. Parents or guardians can take time to talk with their children about any activity they are doing together—eating a meal, for example—thereby encouraging language development. Reading, Writing, and Learning Disabilities, 6(3), 261–280. Community schools also offer "structured enrichment activities and acknowledge students' need for choice, control, competence, and belonging" (p. 7). the patterns in poor school districts mirror those found in racially segregated districts. In sampling 492 adolescent students of Mexican origin, they found that neither parental education nor familism alone was related to academic achievement, but the two variables working together were associated with academic achievement. Only when students have the opportunity to continue learning in their native language can they operate at their cognitive level and grow intellectually. Boston: Author. 1 & 2). Bloome, D. (1985). Goodman, K. (1986). The district instituted detracking (that is, heterogeneous grouping of high- and low-achievers in all classes) and accelerated learning by gradually eliminating remedial classes and offering all students rigorous classes in mathematics, global history, International Baccalaureate English, and history—classes previously offered only to the highest achievers. Explaining the school performance of minority students. The incidence of language switching in Spanish/English bilingual children of the United States. American Psychologist, 44(2), 349–359. In M. E. Lamb, A. L. Brown, & B. Rogoff (Eds. Recent research has redefined the nature of how we understand the educational vulnerability of linguistically and culturally diverse students. Even at the high school level, students might benefit if their teacher taught two subjects to the same 30 students rather than one subject to 60 different students.

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