This article speaks to the fragmentary information availabit? about the 12 plaintiffs other than ... more This article speaks to the fragmentary information availabit? about the 12 plaintiffs other than Oliver L. Brown who also were participants in the Brown v. Board of Education case. In particular, it highlights the experiences of Lucinda Todd, the first plaintiff in the case. It uses this case in a discussion of the importance of illuminating experiences of African Americans in U.S. history. It underlines the significance of oral narrative as a method to expand historical scholarship.
state testing achievement gaps, and little attention has been given to examining gaps in student ... more state testing achievement gaps, and little attention has been given to examining gaps in student rigor and gifted education. If we do not pull back the layers to examine all possible educational inequities, we will do little to change the status quo. National Relevance When administrators, politicians, and journalists give attention to the achievement gap, they generally speak of data on standardized achievement tests. Students of color fail to meet minimum graduation standards on mandated testing (MDE, 2014 Minnesota School Report card; Howard, 2010). Students of color are overrepresented in special education and remedial courses (Darling-Hammond, 2010). Though some targeted efforts have resulted in improvement since Darling-Hammond's 2010 publication, all states continue to have measurable racial and ethnic disparities in special education (U.S. Department of Education, 2016). These concerns are real, significant, and worthy of national attention. Educational policy has specifically targeted discrimination and achievement gaps since the 2002 update to the Elementary and Secondary Education Act (ESEA). The latest update, the 2015 Every Student Succeeds Act (ESSA), states specific achievement goals for all subgroups in reading and math (Minnesota Department of Education, 2018). Unfortunately, most solutions target remediation. Most solutions examine ways schools can get underperforming students up to the standard benchmark. These solutions stop at the minimal grade level benchmark. Policies have failed to examine the higher achievement gap. Closer examination reveals a disturbing pattern of segregation in high schools (Darling-Hammond, 2010). African-American, Hispanic, and American Indian
Increasing cultural diversity in American schools has made preparing graduates to work with diver... more Increasing cultural diversity in American schools has made preparing graduates to work with diverse learners an essential goal of teacher education programs. The purpose of this study was to investigate the perceptions of elementary (K-6) undergraduate preservice teachers (n=36) in a dual certification program regarding their personal and professional readiness for culturally responsive teaching. Data collected using the Cultural Responsive Teaching Readiness Scale (Karatas & Oral, 2017) revealed relatively high mean overall with little variation (M = 4.25, SD = 0.18) with a statistically significant difference (t (33) = 18.65, p < .001) between Personal Readiness (M = 4.46) and Professional Readiness (M = 3.98). Participants seemed to perceive classroom practice as influential in terms of their cultural awareness, thus, indicating the importance of partnerships with area schools and districts to ensure effective field experiences for preparing teachers for sustained employment i...
This article speaks to the fragmentary information availabit? about the 12 plaintiffs other than ... more This article speaks to the fragmentary information availabit? about the 12 plaintiffs other than Oliver L. Brown who also were participants in the Brown v. Board of Education case. In particular, it highlights the experiences of Lucinda Todd, the first plaintiff in the case. It uses this case in a discussion of the importance of illuminating experiences of African Americans in U.S. history. It underlines the significance of oral narrative as a method to expand historical scholarship.
state testing achievement gaps, and little attention has been given to examining gaps in student ... more state testing achievement gaps, and little attention has been given to examining gaps in student rigor and gifted education. If we do not pull back the layers to examine all possible educational inequities, we will do little to change the status quo. National Relevance When administrators, politicians, and journalists give attention to the achievement gap, they generally speak of data on standardized achievement tests. Students of color fail to meet minimum graduation standards on mandated testing (MDE, 2014 Minnesota School Report card; Howard, 2010). Students of color are overrepresented in special education and remedial courses (Darling-Hammond, 2010). Though some targeted efforts have resulted in improvement since Darling-Hammond's 2010 publication, all states continue to have measurable racial and ethnic disparities in special education (U.S. Department of Education, 2016). These concerns are real, significant, and worthy of national attention. Educational policy has specifically targeted discrimination and achievement gaps since the 2002 update to the Elementary and Secondary Education Act (ESEA). The latest update, the 2015 Every Student Succeeds Act (ESSA), states specific achievement goals for all subgroups in reading and math (Minnesota Department of Education, 2018). Unfortunately, most solutions target remediation. Most solutions examine ways schools can get underperforming students up to the standard benchmark. These solutions stop at the minimal grade level benchmark. Policies have failed to examine the higher achievement gap. Closer examination reveals a disturbing pattern of segregation in high schools (Darling-Hammond, 2010). African-American, Hispanic, and American Indian
Increasing cultural diversity in American schools has made preparing graduates to work with diver... more Increasing cultural diversity in American schools has made preparing graduates to work with diverse learners an essential goal of teacher education programs. The purpose of this study was to investigate the perceptions of elementary (K-6) undergraduate preservice teachers (n=36) in a dual certification program regarding their personal and professional readiness for culturally responsive teaching. Data collected using the Cultural Responsive Teaching Readiness Scale (Karatas & Oral, 2017) revealed relatively high mean overall with little variation (M = 4.25, SD = 0.18) with a statistically significant difference (t (33) = 18.65, p < .001) between Personal Readiness (M = 4.46) and Professional Readiness (M = 3.98). Participants seemed to perceive classroom practice as influential in terms of their cultural awareness, thus, indicating the importance of partnerships with area schools and districts to ensure effective field experiences for preparing teachers for sustained employment i...
All teachers will inevitably teach about sensitive topics. These topics may range from racism, fo... more All teachers will inevitably teach about sensitive topics. These topics may range from racism, forced labor or slavery to bullying, sexual orientation, and gender biases — and may be completely unexpected. Any topic of a sensitive nature may make even the best of teachers uncomfortable when exploring the topic with students. Our natural reaction is often to shy away from difficult or controversial topics, or to approach them from a superficial, strained or halfhearted standpoint. But many times these topics are crucially important to students' awareness of the world and its social, moral, political and civic underpinnings. Students deserve to be taught about these topics in authentic, engaging and purposeful ways. To provide teachers with a framework for tackling sensitive topics, we have compiled a tip sheet to use when facilitating discussions or teaching about sensitive topics in the classroom. These techniques will provide a foundation of confidence for the facilitator and can be used in elementary, secondary or postsecondary settings.
Intended Audience: Upper Elementary (3 rd-5 th) Overview: Every four years, teachers are poised t... more Intended Audience: Upper Elementary (3 rd-5 th) Overview: Every four years, teachers are poised to conduct examples of classroom mock-elections that symbolize the US presidential election process and explore democracy. Accordingly, " classroom teachers integrate lessons into their curriculum that help students understand their privileges, responsibilities, and rights as good citizens " 1 through seemingly pleasant discussions, writing assignments and other cooperative strategies. Yet, the most recent classroom election-related climate was decidedly different, and oft times contentious. The 2016 political season of presidential candidacies showcased a myriad of emotions, sentiments and, subsequently, actions – from those of resistance to racism, misogyny and bullying to those of intolerance and violence. Per the nearly 10,000 educators who responded to Teaching for Tolerance election surveys (one during and one after the election), " the campaign and its results: elicited fear and anxiety among children of color, immigrants and Muslims; emboldened students to mimic the words and tones of candidates and pundits; and disrupted opportunities to teach effectively about political campaigns and civic engagement. " 2 Scope and Sequence: The lesson uses photographs to explore and interpret the differing sentiments and perspectives conveyed (e.g., through political signs, t-shirts, etc.) during the 2016 presidential election. Students will examine a series of photos that capture the 2016 political context. With this context in mind, students will engage in activities that ask them to interpret the images with the intent of identifying the point of view of those in the photographs and their differing realities. The lesson is to be used as a precursor for lessons that ask students to think about nonviolent movements, as well as ways in which differing perspectives can be held, shared and respected within our schools and society without name-calling and/or violence. National Standards for History: 3 Topic 3, K-4: Standard 4B: Demonstrate understanding of ordinary people who have exemplified values and principles of American democracy.
All teachers will inevitably teach about sensitive topics. These topics may range from racism, fo... more All teachers will inevitably teach about sensitive topics. These topics may range from racism, forced labor or slavery to bullying, sexual orientation, and gender biases — and may be completely unexpected. Any topic of a sensitive nature may make even the best of teachers uncomfortable when exploring the topic with students. Our natural reaction is often to shy away from difficult or controversial topics, or to approach them from a superficial, strained or halfhearted standpoint. But many times these topics are crucially important to students' awareness of the world and its social, moral, political and civic underpinnings. Students deserve to be taught about these topics in authentic, engaging and purposeful ways. To provide teachers with a framework for tackling sensitive topics, we have compiled a tip sheet to use when facilitating discussions or teaching about sensitive topics in the classroom. These techniques will provide a foundation of confidence for the facilitator and can be used in elementary, secondary or postsecondary settings. 1. Set the stage. In order for students to express their opinions and participate in classroom discussions about sensitive subjects, they need to feel safe and not fear retaliation for comments they make during the discussion. It is best to establish a supportive classroom atmosphere with ground rules for discussions early in the semester, but be sure to at least do so before beginning a class discussion about a sensitive issue. The University of Michigan Center for Research on Learning and Teaching offers these six rules to establish in order to foster a more productive discussion:
Every teacher will inevitably face a moment in his or her classroom when a sensitive topic, situa... more Every teacher will inevitably face a moment in his or her classroom when a sensitive topic, situation or event arises. Therefore, you should be proactive and prepare yourself for examining and discussing these topics. Having access to tips that guide the way you facilitate discussions surrounding these sensitive topics will help you to feel better-equipped to handle these situations. et the stage for difficult conversations by assessing student readiness based upon realistic, non-biased expectations, creating a supportive environment based upon respect and, providing a framework that sets objectives connected to the curriculum when possible. ssentially important in discussions surrounding sensitive issues, is the role of the teacher as a facilitator. As a facilitator, the teacher must take on a role that supports students and enhances their opportunities to grow and develop. The facilitator role involves providing guidelines for safe, productive and respectful discussions and for interventions such as dispelling myths, helping students make curricular connections and clarifying students' contributions to the conversation. ever allow your personal biases, prejudices, and opinions to influence the facts or get in the way of opportunities for students to examine diverse perspectives as they learn new skills and knowledge and expand their worlds. Know your biases and be aware of their impact on your thoughts, attitudes and behaviors related to teaching. eek out age/grade level appropriate video clips, readings, or other materials that allow students to begin with common knowledge and prompt discussions. As well use materials that provide occasions for students to " see both sides ". Use these materials to illustrate diverse perspectives and provide students with opportunities to analyze, synthesize and evaluate content discussed. nterpersonal classroom activities that involve discussing sensitive and/or controversial issues need to be followed up with intrapersonal activities like personal reflection. Allowing the students to have time to reflect on their feelings, opinions and any new learning, provides enhanced opportunities for growth over time. Use any feedback from students to inform your instructional decisions about upcoming lessons. he act of summarizing conversations, either orally or in writing, provides students with a chance to recall new or interesting information, review what was said and how it fits or conflicts with personally held thoughts and opinions and serves as a foundation for possible actions such as making changes, experiencing new perspectives or learning to respect and value the perspectives of others who may think differently. t is okay to disagree; however, students need to do so with an established level of decorum. It is up to you to foster and maintain civility in your classroom and to help students understand the guidelines for discussing difficult ideas. One way to view civility is through the lens of the Golden Rule: Do unto others as you would have them do unto you. Remind students that all have the right to agree or disagree with personally-held perspectives on sensitive topics. alue diversity and see the diversity of your students as an asset. Teach your students to do the same. Your actions set the culture and climate of your classroom. In a classroom that truly values the contributions and differences of all students, authentic opportunities for teaching and learning are nurtured and embraced by all stakeholders. motional and tense moments may arise. Be prepared to help students work through them. As well, acknowledge that there may be times when they feel uncomfortable talking about the issue. Speak to this discomfort and share your personal thoughts and feelings about discomfort you may feel.
#TrumpSyllabusK12 is a compilation of lesson plans written by and for K-12th grade teachers (and ... more #TrumpSyllabusK12 is a compilation of lesson plans written by and for K-12th grade teachers (and college educators) for teaching about the 2016 presidential campaign; about resistance and revolution; about white privilege and white supremacy; about state-sanctioned violence and sanctuary classrooms; about fake news and Facebook; and, about freedom and justice. It is designed to transform our classrooms into liberated nonsexist nonmisogynistic anti-racist anti-classist spaces without any boundaries or borders. It is meant to liberate and free our students by providing them with lesson plans to challenge them to become global critical thinkers. We invite you to join with us as we actively work to push back against the establishment of this New World Order and we draw our line in the sand and work to liberate and change the world, one student at a time.
Given that both The Chronicle of Higher Education and Public Books released a Trump Syllabus, we ... more Given that both The Chronicle of Higher Education and Public Books released a Trump Syllabus, we believe that as students are examining the Trump phenomenon, they should also be given an opportunity (and be encouraged) to take a closer look at Clinton’s political career. In putting this syllabus together, the organizers were assisted by teachers and students across the country who wrestled with the questions of how we should teach about Clinton and how we should frame the discussion. With their input and suggestions, this syllabus includes themes and resources (articles, books, movies, Opinion Editorials, video clips, and websites) that span the life of Hillary Rodham Clinton from Wellesley, 1969 to her campaign for the White House, 2016. It is our hope that the syllabus will be used as a lens through which teachers and their students can view, discuss, and eventually enter into this larger political and social conversation.
There is a movement for change that is happening in this country, and women are at the forefront ... more There is a movement for change that is happening in this country, and women are at the forefront of it. It is an incredible time to be a woman and, by extension, to be a girl. It is also exhausting, and it is hard work. It is a time of high hopes and great expectations. We are standing tall giving ourselves permission to jump at the sun and say out loud that we are brilliant, resilient and we are here, fully present and accountable to this moment in history.
Conversations about reparations are not about money but about people and about the way that peopl... more Conversations about reparations are not about money but about people and about the way that people are seen and valued in our society. These are difficult conversations, and we have found that what is most challenging about the idea of reparations today is the notion that America still owes a debt to black people. We have spent the past couple of years wrestling with the question about whether reparations—as Ta-Nehisi Coates so eloquently argued in his article, The Case for Reparations—could ameliorate inequality for black people in America.
Students must learn that the stories of the past have shaped their present reality and are the to... more Students must learn that the stories of the past have shaped their present reality and are the tools by which they can create their future. We are now at this place again where we must teach young people about tolerance, about the importance of sharing and hearing all stories, and about the need for having a sanctuary classroom in which to do all of this. This lesson plan is designed to use Dr. King’s “I Have A Dream” speech to engage our students in a broader conversation about the need for a sanctuary classroom.
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