Table of Contents

EDUC 101.5: INTRODUCTION TO EDUCATION - Notes

Professor: HUTTON



















Chapter 9

Development- predictable changes that all human beings undergo as they progress through the life span.

KOHLBERGS MORAL MODEL OF DEVELOPMENT

I. Preconverntional level of moral reasoning Stage 1- Punishment and Obedience orientation.Stage 2. The instrumental- relativist orientation. (You scratch my back i'll scratch yours.) 

II. Conventional level of moral reasoningStage 3- The interpersonal comcordance or "good boy- nice girl" good behavior is what helps others and approved by them.Stage 4- law and order fixed rules and maitmence of social order.

III. Postconventional Autonomous or principled level of moral reasoning.Stage 5- The social contract legalistic right action defined in terms of rights and standards that have been agreed on by the whole society.Stage 6- The universal ethical orientation right is defined by consistence in accord with self chosed ethical principles appealing to logic and university.

Woman perspective- morals of care

 Character education- movement that promotes the teaching of core values that can be taught directly through course curricula

P.R.I.D.E.- Positive attitude respect integrity disipline excellence

Maslows Hierarcy of needs- people are motivated by basic needs for survival and safety first when needs are met naturally people seek to satisfy higher needs. TOP OF PYRAMID FIRSTSelf actualization, Aesthetic, Need to know and understand, Esteem, Belongingness/love, Safety, Physiological


ERIKSON- school aged children strive for a sense of industry and stuggle against feeling inferiority if successful they gain the virtue of competence believing in their ability to do things. If they find they are infererior to others they fail when they try new tasks.

MUST master new skills, produce products, be workers, accomplish new things

EARLY IS 10-12 14-16 LATE IS 15-16
Eriksons 8th stage- identity vs. role diffusion- early adolecence clearer sense of personal identitiy.
When adolecents identify themselves with a peer group their sense of fidelty is clear and strong loyal and commited.

Late adolecence- self relience draw less on reactions of peers and more on what matters. Desire to be independent

What teachers can do to help children and adolescents develop.1. Provide opportunities and encouragment for students to help develop competence.2. Promote the development of positive self concept and high self esteem.3. Intervene to prevent or address problems that place students at risk.
INTELLIGENCE-ABILITY TO LEARNAdaptive- involves modifying and adjusting ones behavior to accomplish new tasks sucessfully.Learning ability- intelligent people learn more quickly Prior use of knowledge- analyze new situations effectivlyComplex interactions and coordination of many different thinking and reasoning processesCulture specific- intelligent behavior in one culture may not be in another culture

Intelligence testing- 1905 Metrical scale of intelligence- french psychologists alfred binet and theodore simon wanted to identify children that needed help with learning1908- adapted for American kids1916- adapted by lewis terminFurther adapted by US army paper and pencil 
8 INTELLIGENCES1.LOGICAL- MATH INTELLIGENCE2. LINGUSITIC INTELLIGENCE3. MUSICAL INTELLIGENCE4.SPATICAL INTELLIGENCE5. BODILY- KINESTHETIC INTELLIGENCE6.INTERPERSONAL INTELLIGENCE7.INTRAPERSONAL INTELLIGENCE8. NATURALIST INTELLIGENCE

Kids with higher IQ's are usually lareger, stronger and better coordinated and become better adjusted and more emotionally stable adults.

1.Specific learning disability (LD) learning is significantly hindered by difficulty in listening speaking reading writing reasoning or computing.
2.Speech with language impairments- signifigant difficulty in communicating with others.

3.Mental retardation- signifigant limitations in cognative ability 

4.Serious emotional disturbance (SED)- social/emotional maladjustment that signifiganctly reduces ability to learn.

5. Hearing Impariments

6.Orthopedic impairments- Physically disabling conditions that affect locomotive/motor functions

7.Other health impairments
8.Visual impairments 


9.Multiple disabilites 
10. Autism and others- impaired communication learning and reciprocal socail interactions

SIGNS TO SHOW ADD/ADHDsignifigant discrepancy between potential and achievment, inability to problem solve, substancial delay in academic achievment, lack of engagment with learning tasts, poor language, lack of basic reading/ decoding skills, accessive movement, impulsibity, poor motor coordination, poor motivation.

Gifted and talented students have mastered 35-50 % of the curriculum in 5 subjects before starting the school year.

Signs for gifted and talentedPrecocity, perceptual sensitivity, good at detecting critically relevant, salient cues, notices what others fail to notice, percistant concentration, superior memory, efficient coordination, cultured learning and reasoning, flexible thinking, metacognitive awareness, speedy progression, philosophical thinking

Special education- services and supports that teachers provide to meet the needs of students with disabilities.
Education for all handicapped children actp all kids with special needs get a free and approprite public education

Individuals with disabilities education act (IDEA)- education for ages 3-21 free and public

Amendments to the individuals with disabilites education act (IDEA97)- educational outcomes modified eligibility requirements, IEP guidlines, public and private placements, student disapline guidelines and procedural safeguards.
IDEA requires all students must be educated in least restrictive enviroment- mainstreemed into a general education classroom.

response to intervention model (RTI)- general teachers work with special education teachers on school wide screening and academic progress modeling to ensure that students are responsive to instruction they recieve in the classroom.
IEP- Individual education program that means specific educational goals, methods for achieving these goals and number of quality of special educsational services.
IEP MUST BE ANUALLY REVIEWED BY.1.Parent or guardian2.the child3. teacher.4. professional who recently evaluated the child5. principle or special education resource person



mrs.huttons make up work

  • Behaviorists

    Behaviorists believe that children develop as they do because of what they learn from experience.  While a variety of behavioral learning theories exist, they all view learning as a rather straight forward process.

    Pavlov

    Pavlov developed and tested the theory of classical conditioning.  He theorized that learning occurs when individuals begin to associate one event with another.  He proved this by ringing a bell while showing meat to dogs.  The smell of the meat caused the dogs to reflexively drool.  Over time, Pavlov would ring the bell without showing the meat and the dogs would still drool.  He proved that he could teach the dogs to drool by pairing the bell with the smell of the meat.  Later Watson applied this theory to people.

    Skinner

    Skinner started with the idea of classical conditioning and expanded it to describe more complex associations.  Skinner stated that animals and people display behaviors first by accident.  If a new behavior is followed by a pleasant event (e.g., food, praise, earning of stickers, etc.), the individual will gradually learn to repeat the behavior.  Thus, Skinner believed that learning occurs through the reinforcement of behaviors.  (Note that according to this belief even undesirable behaviors are learned through reinforcement.  For example, a toddler might ask for a treat and be told "no".  The toddler throws a tantrum and the adult relents stating that he/she will provide the treat if the toddler will behave.  If this process is repeated, the toddler will learn to throw tantrums as the adult has inadvertently reinforced the behavior.)  This learning theory is called operant conditioning.

    Bandura

    While Bandura's social learning theory is a behaviorist theory, it differs from that of classical and operant conditioning.  Bandura's theory is more complex; it considers more variables.  Bandura said that learning occurs through following processes:

    • Humans acquire new behaviors by imitating behaviors that are demonstrated by others.
    • If the individual is reinforced the new behavior, the behavior is more likely to become part of his/her permanent repertoire.
    • If the individual sees others reinforced for the behavior, the behavior is more likely to become part of his/her permanent repertoire.
  • Skinner's Theory of Operant ConditioningFollow the link above to view a brief video about Skinner's theory of operant conditioning.
  • Bandura's Social Learning TheoryFollow the link above to view a brief video about Bandura's social learning theory.
  • Erikson's Psychosocial Learning Theory

    Erikson

    Erikson described development as occurring when individuals face and resolve a series of crises.  While Erikson gives an age to each stage of development, he did not view development as a strictly linear process.  According to Erikson, individuals will go back and re-experience earlier stages when in times of crisis.  These later relapses into earlier crises will be resolved more readily if the individual successfully resolved them initially.  For example, a young adult who successfully developed trust as an infant will re-experience the trust versus mistrust crisis when faced with an unexpected divorce but will be able to re-establish trust more easily than an adult who didn't successfully resolve this crisis in infancy.

  • Review GameFollow the link above to practice Erikson's stages of psychosocial development.
  • Erikson's Psychosocial TheoryFollow the link above to view a brief video about Erikson's theory of development.
  • Piaget's Theory of Cognitive Development

    Piaget's cognitive-developmental theory is probably the theory which is most widely applied in daycares and preschools in the United States.  His theory is very different from those we discussed in Module 4 as Piaget believes that children construct knowledge.  Children do this through assimilation andaccommodation.  Let's say that one young child lives in the country and another lives in the city.  The child in the country lives on a large farm far from the road surrounded by pastures and fields.  The child in the city lives in a row home with a sidewalk in front and a tiny, fenced yard and alley in back.  Both children travel with their parents to visit a mutual friend in the suburbs who lives in a town house.  The child from the city sees the houses connected together with yards both in front and behind.  While this is different from the child's own home, he recognizes the similarities and is able to connect this new home into his concept of "house."  This is the process of assimilation.  This child expands his understanding of "home" to include connected houses with front yards and no alleys.  This is the process of  accommodation.  However, the child from the country looks at this dwelling which is so different from his own.  He thinks about the buildings he has seen which are connected together and remembers shopping trips.  He decides that these people must live in a store.  Thus, the two children have the same experience but interpret it differently because of their differing background knowledge.  Piaget's  idea that children are actively involved this way in the learning process was revolutionary.

    Piaget also explains that children's thought processes actually work differently at different ages.  During the sensorimotor stage, children experience the world strictly through their senses.  Babies can only think about what they can see, hear, feel, or smell.  Thus they do not realize that objects continue to exist when they are no longer within the their sight.  (Please note that research has proven that in many ways Piaget underestimated the skills of babies.)  According to Piaget, the sensorimotor stages lasts from birth until about 18 months.

    The preoperational stage lasts from around 18 months to 6 or 7 years.  During this stage children are able to think about things which are not in their immediate environment; they now realize that Mom does not cease to exist when she leaves the room nor does the ball cease to exist when it rolls under the sofa.  Children this age can also use a symbol to stand for something.  You will see this in their play as they begin to do things like hold their shoes against their ears and pretend to talk into them as if they were phones.  However, the biggest symbol system children gain mastery over during the preoperational stage is language.  In its simplest form, language is simply a symbol (i.e., a word) which stands for something. 

    While children in the preoperational stage have acquired important new skills, it is probably their reliance on physical cues which most sets children in this stage apart from children in other stages.  At this age, children believe what they see at face value.  Piaget demonstrated this through a famous experiment where he had children observe two glasses with equal quantities of liquid in them.  He then had the children pour one glass into a tall, slender glass.  Children in the preoperational stage who conducted this activity stated that the tall glass now had more liquid because the level of liquid is higher than in the other glasses.  This belief in things as they seem also leads children in the preoperational stage to be disposed to believe in magic.  How does an ice cube turn to a puddle of water?  How does a fire start?  How does a helium balloon float up into the air?  Because preoperational children focus on the appearance of things instead of on abstract processes, they are likely to interpret such events as magical.

    Another effect of this narrow thought process is that children in the preoperational stage tend to focus on a single characteristic of an object.  For example, when sorting beads, preoperational children will sort them by color or shape but will have difficulty sorting by both characteristics simultaneously.  This is also why preschool children are confused if they see their teachers outside of school.  They do not yet have the ability to view their teachers as both teachers and parents/shoppers/church members/etc.

    Because children in the preoperational stage think concretely and interpret things in light of their own experiences, they often give human characteristics to animals and inanimate objects.  This practice leads them to interpret the sky as "angry" when it thunders or "sad" when it rains.

    During the concrete operations stage, children's thinking become more abstract.  They can now consider multiple characteristics of things simultaneously.  They are also less reliant on physical cues and can use simple logic to solve problems.  Children in the concrete operational stage now respond to the glasses experiment shown above by stating that the amount of liquid is the same in both glasses.  They can reason that this must be the case despite their different appearances since the quantities were initially the same.  According to Piaget, children are in the concrete operations stage from about 8 years to 12 years.

    Piaget's last stage of development is the formal operational stage.  Piaget proposed that individuals reach this stage around the age of 12; however, modern research has shown that many individuals never attain this type of thinking.  This stage is characterized by abstract, hypothetical thinking which is not tied to the immediate, physical world.  Individuals who have received higher education, particularly in the fields of mathematics and/or science, are most likely to attain the formal operational stage of thinking.
  • Review GameFollow the link above to review Piaget's stages of development.
  • Piaget's BeliefsFollow the link above to view a brief video about Piaget and his beliefs.
  • Vygotsky's Sociocultural Theory of Learning

    Like Piaget, Vygotsky believed that children are actively involved in the learning process.  His sociocultural theory of learning stresses the role of language, social interaction, and society in the learning process.  As individuals think about objects and actions in the environment and seek to solve problems, they use self-directed speech to better construct this new knowledge..  Adults and more able peers assist learning  through scaffolding.  While Piaget stressed learning as a solitary process, Vygotsky believed that much of learning occurs through interactions with others.  These interactions include subtle guidance and direct assistance.

    Vygotsky offered guidance to teachers regarding when and how to scaffold.  He stated that the most learning occurs when children are presented with problems within their zone of proximal development.  These are problems just a little too difficult for the children to solve on their own but which they are capable of solving with subtle guidance.

  • Vygotsky's BeliefsFollow the link above to view a brief video about Vygotsky's beliefs.
  • Maslow's Hierarchy of Needs

    Maslow's hierarchy is most often displayed as a pyramid. The lowest levels of the pyramid are made up of the most basic needs, while the more complex needs are located at the top of the pyramid. Needs at the bottom of the pyramid are basic physical requirements including the need for food, water, sleep, and warmth. Once these lower-level needs have been met, people can move on to the next level of needs, which are for safety and security.

    There are five different levels in Maslow’s hierarchy of needs:

    1. Physiological Needs
      These include the most basic needs that are vital to survival, such as the need for water, air, food, and sleep. Maslow believed that these needs are the most basic and instinctive needs in the hierarchy because all needs become secondary until these physiological needs are met.
    2. Security Needs
      These include needs for safety and security. Security needs are important for survival, but they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health insurance, safe neighborhoods, and shelter from the environment.
    3. Social Needs
      These include needs for belonging, love, and affection. Maslow considered these needs to be less basic than physiological and security needs. Relationships such as friendships, romantic attachments, and families help fulfill this need for companionship and acceptance, as does involvement in social, community, or religious groups.
    4. Esteem Needs
      After the first three needs have been satisfied, esteem needs becomes increasingly important. These include the need for things that reflect on self-esteem, personal worth, social recognition, and accomplishment.
    5. Self-actualizing Needs
      This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are self-aware, concerned with personal growth, less concerned with the opinions of others, and interested fulfilling their potential.
  • Review GameFollow the link above to play a game to review Maslow's hierarchy of needs.
  • Kohlberg's Stages of Moral Development

    Kohlberg divided moral reasoning into six stages.  His research showed that young children usually use stage 1 or 2 reasoning to determine if an action is right or wrong.  Older children and many adults use stage 3 or 4 reasoning.  Some adults justify the rightness or wrongness of actions using reasoning which falls into stage 5 or 6.  Consider what you would advise Louise in the following dilemma.  Think about why you would give this advice not just what you think is right or wrong.

    Judy was a twelve-year-old girl. Her mother promised her that she could go to a special rock concert coming to their town if she saved up from baby-sitting and lunch money to buy a ticket to the concert. She managed to save up the fifteen dollars the ticket cost plus another five dollars. But then her mother changed her mind and told Judy that she had to spend the money on new clothes for school. Judy was disappointed and decided to go to the concert anyway. She bought a ticket and told her mother that she had only been able to save five dollars. That Saturday she went to the performance and told her mother that she was spending the day with a friend. A week passed without her mother finding out. Judy then told her older sister, Louise, that she had gone to the performance and had lied to her mother about it. Louise wonders whether to tell their mother what Judy did.  What do you think Louise should do?

    Into what stage would you say your reasoning fits?

    1. Preconventional Level of Moral Reasoning

    Stage 1: Punishment-and-obedience orientation -- Physical consequences of action determine its goodness or badness.  Avoidance of punishment and deference to power are valued.

    Stage 2: The instrumental-relativist orientation -- Right action consists of that which satisfies one’s own needs and occasionally the needs of others.  Reciprocity is a matter of “You scratch my back and I’ll scratch yours.”

    1. Conventional Level of Moral Reasoning

    Stage 3: The interpersonal concordance or “good boy-nice girl” orientation -- Good behavior is that which pleases or helps others and is approved by them.

    Stage 4: The “law and order” orientation -- Orientation toward fixed rules and the maintenance of the social order.  Right behavior consists of doing one’s duty and showing respect for authority.

    1. Postconventional, Autonomous, or Principles Level of Moral Reasoning

    Stage 5: The social-contract, legalistic orientation -- Right action defined in terms of rights and standards that have been agreed on by the whole society.  This is the “official” morality of the American government and Constitution.

    Stage 6: The universal-ethical-principle orientation Right is defined by conscience in accord with self-chosen ethical principles appealing to logic and universaility.

  • Gardner's Theory of Multiple Intelligences

    Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner. According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

    Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means."


Chapter 10

What Determines the Culture of the Classroom?
- seating arrangements, classroom rules and procedures, content and relevance of the curriculum, quality of interactions with students from diverse cultural and linguistic backgrounds.
- classroom climate refers to the atmosphere of the classroom, not the temperature. 

How Can You Create a Positive Learning Environment?
- teachers show care for students by providing support, structure, and appropriate expectations.
- the physical environment of a classroom-- seating arrangements and the placement of other classroom furniture.
- classroom organization--how students are grouped for instruction and how time is used. 
- grouping students by ability:
          -between-class ability grouping: students are assigned to classes on the basis of ability of achievement.  
          -within-class ability grouping: often used in mathematics or reading classes, a teacher instructs students in homogeneous small groups.
- grouping students for cooperative learning: cooperative learning is teaching students in small groups.  It includes the following:
          - small groups work together on learning activities
          - assignments require that students help one another while working on a group project
          - in competitive arrangements, groups may compete against one another
          - group members contribute to group goals according to their talents, interests, and abilities
- authentic learning tasks: enable students to see the connections between classroom learning and the world beyond the classroom.
- how time is used:
          - allocated time: is the time teachers allocate for instruction in various areas of the curriculum
          - time on-task: the amount of time students are actively engaged in learning activities
          - academic learning time: the amount of time a student spends working on academic tasks with a high level of success.
- opportunity to learn (OTL): teachers should use time to provide all students with challenging content through appropriate instruction
- Block Scheduling: uses longer blocks of time each class period, with fewer periods each day.

What Are the Keys to Successful Classroom Management?
- teachers who prevent problems before they occur
- when management problems occur, effective teachers base their responses on three elements of constructive assertiveness: a clear statement of the problem or concern, unambiguous body language, and a firm, unwavering insistence on appropriate behavior
- democratic classrooms: have more power and more responsibility than students in conventional classrooms
- choice theory: from this perspective misbehavior in the classroom arises when students' learning experiences do not enable them to create quality worlds for themselves.
- preventative planning: establishing rules and procedures, organizing and planning for instruction.
- effective responses to student behavior: based on severity of misbehavior, zero tolerance (to communicate to students the types of misbehavior that will result in automatic suspension or expulsion), teacher problem solving, and constructive assertiveness.

What Teaching Methods Do Effective Teachers Use?
- direct instruction (a systematic instructional method that focuses on the transmission of knowledge and skills from the teacher and curriculum to the student) and mastery learning (based on two assumptions od learning 1. almost all students can learn material if they are given enough time and taught appropriately and 2. students learn best when they participate in a structured, systematic program of learning that enables them to progress in small sequenced steps) are based on the view that learning is the acquisition of new behaviors
- modeling, constructivism, and scaffolding are based primarily on an understanding of how students construct meaning as they learn new material
- psychologists have identified three types of memory stores used in information processing: sensory memory, working memory, and long-term memory
- peer-meditated instruction, which views learning as taking place in social situations, includes cooperative learning, group investigations, and peer-age and cross-age tutoring.
- methods based on child development
          -modeling: by thinking out loud and following two basic steps of mental modeling 1. almost all students can learn material if they are given enough time and taught appropriately, 2. students learn best when they participate in a structured, systematic program of learning that enables them to progress in small, sequenced steps which are :
          - 1. set objectives and standards for mastery 2. teach content directly to students 3. provide corrective feedback to students on their learning 4. provide additional time and help in correcting errors 5. follow a cycle of teaching, testing, reteaching, retesting.
- constructivist teaching include the following:
          - the teacher elicits students' prior knowledge of the material and uses this as the starting point for instruction
          - the teacher not only presents material to students but also responds to students' efforts to learn the material. while teaching, the teacher must learn about students' learning
          - students not only absorb information but also actively use that information to construct meaning
          - the teacher creates a social milieu within the classroom, a community of learners, that allows students to reflect and talk with one another as they construct meaning and solve problems
- by observing the child and listening carefully to what he or she says, the teacher provides SCAFFOLDING in the form of clues, encouragement, suggestions, or other assistance to guide the student's learning efforts.
- information processing: a branch of cognitive science concerned with how people use their long-term and short-term memory to access information and solve problems
- sensory memory: information stored briefly until it can be processed by the information-processing system
- working memory: holds information while a person processes it, working memory is the conscious part of our information-processing system
- long-term memory: a permanent store of information
- inquiry learning and discovery learning: students are given opportunities to inquire into subjects so that they can discover knowledge for themselves
- peer-meditated instruction: provides teachers with options for increasing students' learning
- group investigation: the teacher's role is to create an environment that allows students to determine what they will study and how
- peer-tutoring: students are tutored by peers in the same age group
- cross-age tutoring: older students tutoring younger students.

What Is Taught in Schools?
- curriculum: the experiences, both planned and unplanned, that either enhance or impede the education and growth of students
- students experience four types od curricula:
          1. explicit curriculum (the publically announced expectations the school has for its students)
          2. hidden curriculum: the behaviors, attitudes, and knowledge the culture of the school unintentionally teaches students.
          3. null curriculum: the options students are not afforded, the perspectives they may never know about, much less be able to use, the concepts and skills that are not a part of their intellectual repertoire
          4. extracurricular/cocurricular programs: school activities such as sports, drama, music, etc

How Is The School Curriculum Developed?
- TYLER RATIONALE
          1. what educational purposes should the school seek to attain?
          2. what educational experiences can be provided that are likely to attain these purpuses?
          3. how can these educational experiences be effectively organized?
          4. how can we determine whether these purposes are being attained?
- subject centered curriculum: places primary emphasis on the logical order of the discipline students are to study
- student-centered curriculum: also teaching content, emphasize the growth and development of students.
- integrated curriculum: draws from several different subject areas and focuses on a theme or concept rather than on a single subject


Chapter 8

HOW IS DIVERSITY REFLECTED IN THE CULTURE OF THE U.S.?

 

-The percentage of ethnic minorities in the U.S. has been growing steadily since WWII

-By 2025, half of the U.S. youth will be a majority among adults

-Currently the majority of students in several states are from groups traditionally thought of as minority

-Culture is defined as the way of life common to a group of people including benefits, attitudes, habits, values, and practices

-Ethnicity refers to a commonly shared racial or cultural identity and a set of beliefs, values and attitudes

-The concept of race is used to distinguish among people on the basis of biological traits and characteristics

-Minority Group: group of people who share certain characteristics and are fewer in number than the majority of a population

-The increase of people who identify themselves as mixed race is one indication that racial and ethnic identities in the U.S. are becoming more complex

-The lower achievement levels of certain minority-group students compared to those of their Anglo-European American and Asian American counterparts reflect the strong connection between socioeconomic status and achievement

-Stereotyping : the process of attributing certain behavioral characteristics to all members of a group, often on the basis of limited experiences with and information about the group being stereotyped

-Individual Racism: the prejudicial belief that one’s own ethnic or racial group is superior to others

-Institutional Racism: laws, customs and practices that lead to racial inequalities

-Culture: the way of life common to a group of people and consists of values, attitudes and beliefs that influence their traditions and behavior

-Cultural Pluralism: distinguishing characteristics of cultures are to be preserved rather than blended into a single culture

-Individualistic Cultures: tend to emphasize the individual and his or her success and achievement

-Collectivistic Cultures: tend to emphasize group membership and a sense of “we” rather than “I”

-Bilingual Education: using two languages as the medium of instruction

-Limited English Proficient: (LEP)

-TTS: text to speech program

-Multiculturalism: schools where differences related to race, ethnicity, gender, sexual orientation, disability and social class are acknowledged and all students are viewed as valuable resources for teaching

-Achievement gap: between White students and Hispanic, Black and American Indian/ Alaska Native students on many measures of educational achievement

 

WHAT DOES EQUAL EDUCATIONAL OPPORTUNITY MEAN?

 

-Equal educational opportunity means that teachers promote the full development of students without regard for race, ethnicity, gender, sexual orientation, socioeconomic status, abilities or disabilities

-Teachers can meet the needs of minority students by becoming familiar with their cultural and linguistic backgrounds and learning styles

-In spite of increasing diversity in the U.S. there has been a trend since 1990 for schools to resegregate

-Afrocentric schools: schools that focus on African American history and cultures for African American students

-Indian Education Act of 1972 and 1974 amendments: supplement the BIA’s educational programs and provide direct educational assistance to tribes; act seeks to improve Native American education by providing funds to school districts to meet the special needs of Native American youth, to Indian tribes and state and local education agencies to improve education for youth and adults, to colleges and universities for the purpose of training teachers for Indian school and to Native American students to attend college

 

WHAT IS MEANT BY BILINGUAL EDUCATION?

 

-Bilingual Education: provide instruction in a student’s first language and English; goal is for students to function effectively in two or more linguistic/cultural groups

     1. immersion programs: students learn English and other subjects in classrooms where only English is spoken; aids who speak the students first language are available

     2. maintenance programs: maintain the students native language and culture, instruction in English and instruction in the native language are provided from kindergarten through twelfth grade; students become literate

     3.  pullout programs: on a regular basis students are separated from English-speaking students so that they may receive lessons in English or reading lessons in their first language; also called “sheltered English” programs

     4.transitionprograms: students receive reading lessons in their first language and lessons in English as a second language(ESL); once they master English students are placed in classrooms where English is spoken and their first language is discontinued

-Bicultural: where students are able to function effectively in two or more linguistic and cultural groups

 

WHAT IS MULTICULTURAL EDUCATION?

 

-Multicultural education: committed to the goal of providing all students—regardless of socioeconomic status, gender, sexual orientation, or ethnic, racial or cultural backgrounds—with equal opportunities to learn in school

-There are 5 dimensions of multicultural education:

     1. Content Integration: deals with the extent to which teachers use examples and content from a variety of culture and groups to illustrate key concepts, in their subject area

     2. The knowledge construction process: the extent to which teachers help students understand, investigate, and determine how the implicit cultural assumptions, frames of reference, perspectives, and the basis within a discipline influence the ways in which knowledge is constructed within it

     3. Prejudice Reduction: focuses on the characteristics of students racial attitudes and how they can be modified by teaching methods and materials

     4. Equity Pedagogy: teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and socio-class groups; includes using a variety of teaching styles that are consistent with the wide range of learning styles within various cultural and ethnic groups

     5. Empowering School Culture and Social Structure: grouping and labeling practices, sports participation, disproportionality in achievement, and the interaction of the staff and the students across ethnic and racial lines are among the components of the school culture that must be examined to create a school culture that empowers students from diverse racial, ethnic and cultural groups

-Effective multicultural materials and instructional strategies include the contributions of ethnic groups and reflect diverse points of view or “voices” that previously may have been silenced or downgraded in society

 

HOW IS GENDER A DIMENSION OF MULTICULTURAL EDUCATION?

 

-The behavior of boys and girls in our society is influenced by sexism, sex role socialization and sex role stereotyping

-The latest research indicates that family income, not gender, is most closely associated with academic achievement

-Teachers can provide an education free of gender bias by creating gender-fair classrooms and curricula and providing students with safe, supportive learning environments

-Sex role Stereotyping: outside sources such as family or media condition boys and girls to act in certain ways regardless of abilities and interests

-Sex role Socialization: conveys to students certain expectations about the way boys and girls are “supposed” to act; girls are supposed to play with dolls and boys are supposed to play with trucks

-Women’s Educational Equity Act (WEEA): right of females to equal educational opportunity

-Gender Bias: subtle favoritism or discrimination on the basis of gender

-Gender-fair Classroom: entitles that the classroom must:

     1. Become aware of differences in interactions with girls and boys

     2. Promote boys’ achievement in reading and writing and girls’ achievement in math and science

     3. Reduce young childrens self-imposed sexism

     4. Teach about sexism and sex role stereotyping

     5.Foster an atmosphere of collaboration between girls and boys