EDU 8678-001
Multiculturalism, Gender, and Inclusion in Schools

Wednesday

FALL 2009

Professor: Dr. Edward Garcia Fierros

Phone: 610 519-6969

Email: Edward.Fierros@villanova.edu

Office: St. Augustine Center for the Liberal Arts Room 353

Office Hours: by appointment and EMAIL, or before class

URL: http://www.homepage.villanova.edu/Edward.Fierros

The continuing challenge for all teachers is to create a classroom environment that is responsive to and supportive and nurturing of all kinds of diversity.

Required Texts:

1)    Suskind, R. (1999). A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League.

2)  Alonso, G., Anderson, N., Su, C. & Theoharis, J., (2009) Our Schools Suck: Students Talk Back to a Segregated Nation on the Failures of Urban Education. New York, NY: NYU Press.

3)    Readings as Assigned

Course Description:  An investigation of the complex issues of race, culture, gender, sexual orientation, and special education through intellectual inquiry and study.  Students in the course will investigate the philosophical, theoretical, and historical foundations of multicultural education, gender education, and special education.

Course Objectives:

The students will develop a well-grounded framework for understanding cultural and community diversity and special education and know how to learn about and incorporate students’ experiences, cultures, and community resources into instruction (INTASC Core Principles, 2002).

1.            To explore the history and purpose of multicultural education in society.

2.            To develop a personal philosophy regarding multicultural education.

3.            To research and collect resources, ideas, and learning activities pertinent to multicultural education.

4.            To identify teaching practices maximizing learning for women students.

5.            To examine the history and purpose of special education in the U.S.

6.            To fashion a personal philosophy regarding special education issues.

7.            To investigate and collect resources, ideas, and teaching activities pertinent to special education

These goals reflect Villanova University’s strategic goals of cultural diversification.

Pennsylvania Teacher Standards: Planning instruction which promotes problem analysis, critical thinking, creativity, leadership development and decision making based upon: subject matter, organization and integration of content and the relationship of content to educational, career and life goals, students and their learning, motivation, supervision and guidance with emphasis on human behavior and development, individual differences, diversity and the special needs of the exceptional student, the community and community resources, current educational standards and practices.

INTASC STANDARD: Standard 3, Diverse Learners.

The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.

INTRODUCTION

Methodology:

The Multiculturalism, Gender, and Inclusion in Schools course is designed as a lecture/discussion course.  Typically each class consists of student-focused discussion groups in a modified seminar.  Students will be asked to conduct thoughtful discussion of the assigned topics. The course experience will be cooperative in nature, with students working in small groups on discussion themes, toward resolution of issues and debates raised in class and in the readings.  Class assignments will include critical reviews of relevant books and journals, classroom assignments, and two writing assignments. The two writing assignments address two of the three themes of the course (i.e., multiculturalism, gender, and inclusion).

 

COURSE FORMAT

The course will include multiple instructional approaches including: lecture, discussion, small group activities, presentation, and critical reflection activities.

Tentative Calendar – The professor reserves the right to change the syllabus at any time during the semester.  You will be informed of any changes and be responsible for noting the change.

Dates

Topic

Readings (to be read before class)

8/26

·     Syllabus Review Questions? Questions? Questions?

·     Discussion Group Assignments

·     FILM: ESCUELA followed by discussion and writing assignment

9/2

Alonso, Anderson, Su & Theoharis. (2008). Our Schools Suck: Students Talk Back to a Segregated Nation on the Failures of Urban Education

9/9

Alonso, Anderson, Su & Theoharis. (2008). Our Schools Suck: Students Talk Back to a Segregated Nation on the Failures of Urban Education

9/16

·  Multicultural Roots

· Race and Class

Banks (2002) An introduction to multicultural education. Needham Heights, MA: Allyn & Bacon.

Banks 2

Durodoye (2003) “The Science of Race in Education” Multicultural Perspectives, 5 (2) 10-16.

Do we look intimidating?

Knaus, (2006). Monoracialism, Multicultural Education, and Critical Race Theory. Race, Racism, and Multiraciality in American Education. Bethesda, MA: Academica. P. 19-69.

• Part A

• Part B

 .

9/23

Critical Race Theory

Jay (2003) “Critical race theory, multicultural education, and the hidden curriculum of hegemony.” Multicultural Perspectives, 5 (4) 3-9.

Ladson-Billings (1999) “Just what is Critical Race Theory and What’s it Doing in a Nice Field like Education? In Parker, Deyhle, & Villenas (Eds). Race is…Race Isn’t. Boulder, CO: Westview Press.

PAPER #1 Due

10/21

·     Access to Higher Education

 Horn, C.L. (2005). “Potential or Peril: The Evolving Relationship between Large-Scale Standardized Assessment and Higher Education” in Orfield, Marin, Horn. (Eds). Higher Education and Color Line: College Access, Racial Equity, and Social Change. Cambridge, MA: Harvard Education Press.

 Grant. (2004) “Effective Multicultural Curriculum Transformation Across Disciplines” Multicultural Perspectives, 4 (3) 37-46.

Clark. (2002) “Effective Multicultural Curriculum Transformation Across Disciplines” Multicultural Perspectives, 4 (3) 37-46.

Gender and Sexuality:

• Gender in School
• Social Construction of Gender
• The Gender Gap

Sax. (2005) Why Gender Matters. What Parents and Teachers Need to Know About the Emerging Science of Sex Differences. New York, NY: Doubleday. p. 77-114

11/4

GLBTQ

Lipkin, A. (2004). Beyond diversity day: A Q & A on gay and lesbian issues in schools.

• Part 1 of 2

• Part 2 of 2

Reinhart Paper Homosexuality

• Part 1 of 1

11/11

Individual with Disabilities Education Act (IDEA)

Educating Peter (Film) followed by group discussion

Individual with Disabilities Education Act 2004 - IDEA 2004.

http://idea.ed.gov/explore/home

Individuals will be assigned to present on

• Alignment with NCLB

• Discipline

• Disproportionality

• Identification of Specific Learning Disabilities

• Individualized Education Program (IEP)

• Secondary Transition

11/18

Individual with Disabilities Education Act (IDEA)

Educating Peter (Film) followed by group discussion

Individual with Disabilities Education Act 2004 - IDEA 2004.

http://idea.ed.gov/explore/home

Individuals will be assigned to present on

• Alignment with NCLB

• Discipline

• Disproportionality

• Identification of Specific Learning Disabilities

• Individualized Education Program (IEP)

• Secondary Transition

12/2

IDEA Continued

Individual Characteristics in Learning Styles

TIP Sheets Due

Cushner, McClelland, and Safford. (2005). Creating Inclusive Classrooms: The Ability/Disability Continuum. Human Diversity in Education: An Integrative Approach. p. 325-351

Koppelman & Goodhart. (2008). Ableism: Disability Does Not Mean Inability. Understanding Human Differences: Multicultural Education for a Diverse America. p. 285-307.

12/9

RTI Course Wrap-Up

Pierangelo & Giuliani (2008) Response to Intervention (RTI)

• RTI, Part A

• RTI, Part B 

12/11

Paper #2  DUE

Late Assignments: If you must turn in an assignment late, you are expected to notify me in advance and to be able to provide some proof of your trouble. If you do not satisfy these criteria, your paper will be considered late and will be docked 10% of its value for each day it is late.

 

Grading: Your course grade will be based upon a standard conversion of the total points you have earned into a corresponding letter grade, as follows:

A = 94% and above    B+ = 87-89%               C+ = 77-79%     D = 60-69%
A - = 90-93.49%          B    = 83-86                 C = 73-76          F = 59% and below
                                       B - = 80-82                 C - = 70-72

• Demonstrate understanding of the material in the text during class discussions.  In-class participation, attendance, and professionalism (complete individual and group classroom in-class activities) – 10%

• Discussion Leading – 10% (DATES AS ASSIGNED AND SCHEDULED)

• Paper #1 – 25%

• TIP Sheet – 5% - Due 7/20

• Field Placement Project – 15%

• Paper #2 – 35% 

Guidelines for Readings and Discussion Questions: Some questions you might consider are:

• What was the reading about?
• How is it important?
• What did you get from it or what do you think you were supposed to get from it?
• Which of your own beliefs, opinions, or values did it challenge or corroborate? How so? Will it affect your practices as an educator? Why or why not?
• How are educational policies or how these policies are view affecting the education system? What does this mean for me as an agent of social justice?

For every class, you should submit via email at least two questions raised in your mind by any of the readings. Please select a passage on-line that you would like to discuss in class (include the author and page #).

Cheating, Plagiarism: As a community committed to the Augustinian ideals of truth, unity and love, Villanova University prides itself on maintaining the highest standards of academic integrity and does not tolerate any form of academic dishonesty or misconduct. Dishonesty (including plagiarism) in any assignment, test or examination, or multiple submissions of papers is punishable by the grade of F and is to be reported, through the deans, to the Vice President for Academic Affairs. A second offense will result in the dismissal of the student from Villanova University.

Special Education Students

The Office of Learning Support Services, in conjunction with faculty, provides reasonable accommodations for students with various disabilities.  Often students are hesitant to request support since they have done so well through high school and are now part of a competitive university.  However, disabilities are not something that you outgrow - it is something that you learn to master. In order to obtain accommodations, students must register with the Learning Support Office by submitting current documentation.  To ensure confidentiality, students must complete a Request for Accommodation Form each semester at Villanova in order to receive accommodations during that semester.  Nothing can be shared with your professors without your permission.  Call or email the office for an appointment. Phone: 610-519-5636 E-mail:  nancy.mott@villanova.edu

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Leading Discussions (10%) – Dates as Assigned

You have been assigned to facilitate or lead the discussion.  You will be responsible for preparing the focus or theme for the class.  You must submit and discuss your lesson plan via email to Dr. Fierros at least 24 hours before class.  The lesson plan should meet the criteria of the Multicultural lesson plan rubric (Ambrosio, et al, 2002).

Some helpful guidelines

a)     create a range of questions to ask students based on the reading - know the answers

b)    Ask questions at different levels

c)     Don't ask yes or no questions.

Question types includes:

·         factual questions that are important and are stated clearly in the text

·         questions that ask the student to figure out the authors main point

·         “what if” questions

·         imaginative questions (if you were in this situation...)

·         questions that help students to contextualize the material within the larger framework of the course

·         questions that relate the day's material to material read on previous days.

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EDU 8678 TIP Sheet Assignment (5%)

Creating a TIP Sheet: For this assignment you will be assigned a specific category of student to research. You will become an expert on this type of student and investigate how to teach them effectively. Brainstorm research categories and possible resources. Produce a TIP sheet to share with the rest of the class that meets the following criteria:

1. Characteristics of the specific student population: For example, you would tell us their learning strengths and weaknesses, behavior patterns or characteristics, attitude or personality traits.

2. Instructional considerations: What methods should a teacher use to teach this group of students? Which do not work? Provide some examples.

3. Environmental consideration: What kind of learning environment facilitates students performing at their best? (e.g., seating arrangements, placement in a classroom, atmosphere, teacher interaction, or student interactions)

4. Management considerations: What types of behavioral interactions are likely from this category? What should a teacher do to manage productive behavior with these students?

5. Resources for continued study: Identify in proper annotated bibliographic format: text, article and/or web sources for continued professional growth in knowledge of these students. Include in brief annotation: page numbers, web addresses, specific type of information available in each source.

TIP sheets should be two pages in length (one sheet of paper front and back) and easy to consult and use while teaching. Edit these papers until they are perfect. Include your name on the top right sheet of your sheet, and the student disability category as a title. Each sheet must use the five criteria as bold face headings in the order listed above.

A proper bibliographic entry for a web source includes this information:

Title, author(s), date, description (a brief annotation including key ideas), URL, your evaluation, hints to users and uses of material.

This course requires a field experience component in order to help candidates meet the State of Pennsylvania’s teacher education requirements.  You will be observing students in a diverse school setting during this course. Please use the field placement observation log to help frame your observations.

Project  Report. The Project report should be a formal accounting of your visits to your field placement. It should include dates of observations, details of the observations, and your thoughts on those observations.  The report should be at least 3 typed pages in length.  The report should be based on your Classroom Observation Activity Assignment Log and Review Questions (see below).  The report should include a reflection that describes one or two episodes that are significant to you. It may be significant because what happened bothers you, excites you, causes you to rethink initial ideas, or convinces you that your initial ideas were valid. Therefore, whether the episodes reflect positive or negative observations, they are significant if you learned something important from them.

I.       How does the teacher address the learning needs of diverse students in the classroom?

FIELD NOTES:

1.      Describe the classroom diversity. 

2.      How are adaptations for students other than “average” incorporated in the classroom? 

3.      Which adaptations could you imagine utilizing?  Describe additional possible adaptations. 

4.      If a classroom lacked diversity, what strategies might you employ to foster tolerance of student differences?

II.    How does the teacher demonstrate an understanding of the connections between the content that was learned previously, the current content and the future content.

FIELD NOTES:

1.     Observe, describe, and record what the teacher does or says that helps students connect the current lesson with previous lessons.

2.     Observe, describe, and record what the students do or say that helps them to connect the current lesson with previous lessons.

3.     Observe, describe, and record what the teacher does or says that helps students connect the current lesson with future lessons.

4.     Observe, describe, and record what the students do or say that helps them to connect the current lesson with future lessons. 

REFLECTION QUESTIONS

1.     How did the students respond to these efforts?

2.     What appealed to you? And why?

III. How does the teacher maintain rapport with students?

FIELD NOTES:

1.     What are ways you observe the teacher creating a positive learning environment?

2.     How do you see the teacher building connections--rapport, and trust--with each student?\

3.     How did the teacher communicate challenging learning expectations to each student?

REFLECTION QUESTIONS

1.     What are the advantages and disadvantages of the ways teachers try to relate to students?

2.     Why do you think it is important to have challenging academic expectations for students?

IV. How does the teacher demonstrate and maintain consistent standards of classroom behavior.

FIELD NOTE FOCI:

1.     Observe, describe, and record the methods and strategies that your teacher uses to:

2.     Communicate behavioral expectations in the classroom. (Response to, correct misbehavior)

3.  Observe, describe, and record how much class time is used to manage the classroom.

4.  Observe, describe, and record the students' responses to the management system.

REFLECTION QUESTIONS:

1.  What are the advantages and disadvantages to the classroom management strategies used?

2.  What appealed to you, and why?

REVIEW OF FIELD EXPERIENCE

1. Describe the teaching related activity giving time, place, and nature of work. Approximately how long were you involved in this activity?

2. Describe a positive classroom interaction that you observed in this setting. Explain how you recognized it and how you feel it will be helpful to you as a teacher.

3. Describe a classroom weakness that emerged as you worked in this setting. Explain how you recognized it and how you hope to overcome it as you prepare to teach.

4. Relate this experience to any background knowledge you have obtained through your coursework at Villanova thus far, or identify a topic or topics that you would like to learn more about in future courses and research.

5. Based on this experience, what would be an ideal next teaching-related experience?

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Paper #1 (25%) - Multiculturalism, Gender, and Inclusion Paper Guidelines

1.    Your paper should be in American Psychological Association (APA) style, 7-8 pages long, typed and double-spaced (#10-12 font).

 

2. Paper Topic.  This paper is a review of research being conducted in an area of multiculturalism, gender, or inclusion.  This area should be of interest to you. 

Writing Guidelines: The course reflection papers will be graded using the following guidelines:

Guidelines for Course Paper #1

a)    The paper should use an adequate number of scholarly research journals.

b)    The individual research project will provide you with the practice of both writing and presenting your research project. It will facilitate your mastery of theories and techniques that are important in multicultural education, gender, or inclusion research. The research project can be related to any topic in multicultural education, gender education, or inclusion education, however if must focus on one or more school-related aspect. For example, it could be related to your classroom teaching, assessment and evaluation of some education activities for your discipline, a mini-research project, or a historical in-depth investigation of an area of multicultural education, gender education, or inclusion education.

Paper #2 (35%)- Multiculturalism, Gender, and Inclusion Paper Guidelines

1.    Your paper should be in American Psychological Association (APA) style, 10-12 pages long, typed and double-spaced (#10-12 font).

 

2.   Paper Topic.  This paper is a review of research being conducted in an area of multiculturalism, gender, or inclusion.  This area should be of interest to you. 

Writing Guidelines: The course reflection papers will be graded using the following guidelines:

Guidelines for Course Paper #2

a)    The paper should use an adequate number of scholarly research journals.

b)    The individual research project will provide you with the practice of both writing and presenting your research project. It will facilitate your mastery of theories and techniques that are important in multicultural education, gender, or inclusion research. The research project can be related to any topic in multicultural education, gender education, or inclusion education, however if must focus on one or more school-related aspect. For example, it could be related to your classroom teaching, assessment and evaluation of some education activities for your discipline, a mini-research project, or a historical in-depth investigation of an area of multicultural education, gender education, or inclusion education.

Grading Guidelines: The course papers will be graded using the following guidelines:

Armstrong, D. C. (1989). Basic design concepts. In Developing and documenting the curriculum. (pp. 54-58). Boston: Allyn and Bacon.

Armstrong, D. G. (1989). Developing and documenting the curriculum. Boston: Allyn and Bacon. Chapter 4 (Content); Chapter 10 (Evaluation)

Banks, J. A, Cortés, C. E., Gay, G., Garcia, R. L. & Ochoa, A. S. (1976). The Multiethnic education program evaluation checklist. In Curriculum for multiethnic education. (pp. 42-48). Washington, D.C: National Council for the Social Studies.

Banks, J. A. (1990). Teaching strategies for ethnic studies. (5th ed.). Boston: Allyn and Bacon.

Carter, P. (1983). Selecting resources for the multicultural classroom. Momentum, 14 (1), 47-49.

Cushner, K,, McClelland, A., & Safford, P. (1992). Human Diversity in Education. New York: McGraw-Hill. Chapter 5.

Garcia, R. L. (1982). Guidelines for pluralistic teaching. In Teaching in a pluralistic society: Concepts, models, strategies. (pp. 170-187). New York: Harper and Row.

Gay, G. (1982). Designing curriculum. In D. E. Orlosky (Ed.). Introduction to education. (pp. 473-489). Columbus, OH: Merrill.

Gay, G. (2000). Culturally responsive teaching: theories, research, and practice.  New York, NY: Teacher’s College Press.

Grant, G. (1974). Criteria to cultural pluralism in the classroom. Educational Leadership., 190-192.

Hernandez, H. (1989). Multicultural education: A teacher's guide to content and process. Columbus: Merrill.

Pratt, D. Curriculum planning. Chapters 4 (Assessing Student Learning); Chapter 7 (Planning for Individual Differences---Activities);

Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World. Chapters 12 & 18 (Content); Chapter 17 (Activities); Chapter 19 (Evaluation).

Teidt, P. L. & Teidt, I. M. (1990). Multicultural teaching: A handbook of activities, information and resources. (2nd ed.). Boston: Allyn and Bacon.

Periodicals

Equity and Excellence in Education Westport, CT : Greenwood Pub. Group, 1993-.

Journal of Multicultural Counseling and Development. Alexandria, VA: Association for Multicultural Counseling and Development, 1985-.

Multicultural Perspectives, National Association for Multicultural Education, Washington, DC.

Internet

Multicultural Pavilion. http://www.edchange.org/multicultural/

Standards: An International Journal of Multicultural Studies. http://www.colorado.edu/journals/standards/
STANDARDS is the first international journal for multicultural studies on the web and is committed to providing an open forum for a broad spectrum of multicultural issues, in the U.S. and around the world.

Urban Education Web. http://eric-web.tc.columbia.edu/
ERIC Clearinghouse on Urban Education.