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Articles
Researchers Tamara Lucas, Ana María Villegas, and Margaret Freedson wanted to give teachers a roadmap for effective teaching of ELs. And they knew it was critical that teacher educators better prepare future teachers to serve this growing population.
They surveyed a vast body of research about English language learning to gain a clear sense of what mainstream classroom teachers should know and be able to do in order to teach English learners well. In the paper that resulted, they distilled six principles — a linguistic foundation for the teaching of English learners in mainstream classes. Those principles are excerpted here.
Source: Harvard Education
Ensuring Equity for Every Student
I had never heard of the "achievement gap" until the summer after my first year of teaching. It was after reading Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, that I became aware of the gap in educational achievement between white and minority students.
This stubborn gap has persisted throughout my career. I've managed to pick off a few percentage points at my different schools, but the gap largely remains the same. And this gap is only one of many gaps. There is the opportunity gap (as it relates to higher level course selection and access), the wealth gap, and more.
Source: Teaching Channel
Young children are increasingly linguistically diverse. How can early childhood educators provide a safe, nurturing environment?
As linguistic diversity skyrockets worldwide, early childhood educators need to be prepared to help DLL students meet and overcome these unique challenges. Here, we offer insights from Paola Uccelli, an expert in literacy, linguistics, and bilingual education, on how to create environments that help DLL students and their families thrive.
Source: Harvard Education
Exploring Ethnic-Racial Identity
New research reveals long-lasting, positive effects of giving adolescents opportunities and tools to explore their backgrounds
A body of research has shown the benefits of young people actively exploring their personal backgrounds — and a critical piece of that puzzle is probing ethnic-racial identity. A new study finds that when teens are given structured, facilitated opportunities to explore their ethnic-racial identity, the academic, emotional, and social payoffs can be long-lasting.
In the new study, adolescent development expert Adriana Umaña-Taylor examined the impact of the Identity Project, a curriculum she co-developed with her students to equip teens of any ethnic or racial background — white or black, Latino or Asian, Native American or Middle Eastern — with tools and strategies to explore their ethnic-racial identity. The curriculum is eight weeks long, with one hour-long session per week.
Source: Harvard Education
Making The Case for Diversity, Equity and Inclusion
Nonprofit venture philanthropy firm New Schools Venture Fund recently released its new study, Unrealized Impact, to help deepen the understanding of the racial/ethnic diversity of the education workforce; the diversity, equity and inclusion (DEI) policies and practices that leaders have put into place; and the effectiveness of these practices.
The study includes data from more than 200 organizations on organizational demographics, policies and structures and nearly 5,000 individual perspectives on lived staff experiences in relation to diversity, equity and inclusion, with an intentional focus on race and ethnicity.
Source: Getting Smart
Preparing for Cultural Diversity: Resources for Teachers
How can teachers prepare for diverse classrooms? There isn't a definitive answer, but there is a wealth of resources online. Discover some helpful links for teachers.
How can teachers effectively engage students from diverse backgrounds? It's a question many teachers face, and of course, there isn't one prescribed strategy that works. Luckily, there are many useful resources to help new and veteran educators explore the subject.
Source: Edutopia
Recent research by Google found that the single most important factor contributing to innovation by teams was “psychological safety,” a sense of confidence that members of a group will not be embarrassed, rejected, punished, or ridiculed for speaking up. In other words, interpersonal trust and mutual respect aren’t simply nice-to-haves, but are vital to healthy collaboration, an essential 21st-century skill.
So creating safety and inclusion for all learners is a vital role for educators, and that requires mediating between students of various sexual orientations and ethnic, racial, and religious backgrounds. And the fact that over 80 percent of American teachers are white underscores how uncomfortable conversations about race can be at school—but also how necessary. Avoiding conversations on race will not make racism go away, and holding space for difficult conversations will allow learning, healing, and unity-building to begin.
Source: Edutopia
5 Tips for Building a Maker Culture of Equity and Inclusion
There is no better time than the present to redefine the culture of our schools. When students have an environment that is inclusive, they are more confident and creative – they create a love of learning and unexpected ideas happen – and we need new ideas. This nation’s greatest assets are sitting in every classroom in America with ideas to cure cancer, celebrate diversity, prepare for disasters, and so much more. But, to unlock every student’s potential, every student must have access to high-quality science, technology, engineering, math, and art initiatives. Rather than giving in to the temptation to focus on buying one 3-D printer for a makerspace, though, I’d suggest thinking through how these 5 Tips for Building a Maker Culture of Equity and Inclusion might work in your environment.
Source: Getting Smart
Why True Equity in Learning Depends on Proactive, not Reactive, Design
The risk of oversimplifying personalized learning on the front end is that we may fail to successfully leverage what works, for which students, in specific circumstances; especially in light of messy human relationships, political dynamics, and histories of discrimination. If innovators don’t consider the needs of traditionally disadvantaged populations at the outset, they will be left to retrofit these needs on the back end. This often makes efforts tedious, costly, and frustrating for both the disadvantaged students and those working to serve them.
Failing to address complexities upfront may be the undoing of a number of well-intentioned education innovations, including personalized learning.
Source: Get Smart
When Implicit Bias Shapes Teacher Expectations
Whether or not a teacher “believes in” her students and expects them to succeed has been shown to affect how well that student does in school, particularly among disadvantaged students. But educators should be aware that those expectations can be influenced by their own implicit racial biases.
Source: NEA Today
Student Activities to Promote Diversity, Inclusion and Empathy
The goal is for these activities is for the students to value themselves and others a little more. I honestly felt like doing these small things with my students has made a huge impact on the culture of my classroom as I have seen students be more accepting of each other. This lesson will only take a few minutes, but hopefully the effects will be lasting.
Source: Get Smart
An innovative program in Montgomery County Public Schools (MCPS) is now exploring what could go differently before it goes wrong. Through a series of graduate-level courses, the Equity and Excellence in Education (EEE) program is helping school staff discover how educators can unconsciously contribute to uneven outcomes for children. The program offers a master’s degree and certificate in equity through an unusual partnership with the district, the teachers’ union, and a college.
Source: Edutopia
Academic Research
Academic Research
Unrealized Impact: The Case for Diversity, Equity, and Inclusion
We put our heads together, and that culminated in “Unrealized Impact” – a groundbreaking study on the state of DEI in the PreK-12 education sector – a year’s worth of work with more than 50 education leaders contributing to the design, 200+ organizations responding to the survey and nearly 5,000 individual staff members sharing their perspectives. While it was hard to coordinate a group of this size, the results have made it all worthwhile. We now have solid data that represents a collective, field-wide commitment to prioritize DEI and take action.
Videos
Videos
2012 Maryland Teacher of the Year Josh Parker explains Equity in Education
Source: National Network of State Teachers of the Year (NNSTOY)
How Schools Can Improve Diversity, Equity, and Inclusion Practices
Participants and faculty from the 2017 NAIS Diversity Leadership Institute share advice on how schools can improve their diversity, equity, and inclusion practices.
Source: National Association of Independent Schools
Equity in Education: Empowering First-Generation Students to Succeed
Gia Truong, CEO of Envision Schools, a network three high schools that serve mainly low-income black and Latino students who are working to be the first in their families to go to college, describes how Envision is creating a supportive culture that “interrupts education inequity.”
Source: Edutopia
Making Sure Each Child Is Known
A middle school in Nevada uses a simple strategy to build deeper connections between teachers and students.
Source: Edutopia
Habits, Community, and Culture: Laying the Foundation for Emotional Intelligence
Summit Prep in Redwood City, California, uses a variety of activities in the weekly, 90-minute Habits, Community, and Culture (HCC) class, where students learn Habits of Success and develop social and emotional learning (SEL) skills.
Summit Preparatory Charter High School GRADES 9 - 12 | REDWOOD CITY, CA
Source: Edutopia
Askwith Forums – Race, Equity, and Leadership in Schools: A Conversation with Beverly Daniel Tatum
Beverly Daniel Tatum, president emerita, Spelman College joins in a roundtable discussion on Race, Equity, and Leadership in Schools
Source: Harvard Education
In an interview with Teaching Channel, Tch Laureate Joshua Parker shares his thoughts on how to coach for equity. He talks about ways in which he coaches teachers to reach all students, including giving teachers the supports, strategies and expertise needed to differentiate instruction.
Source: Teaching Channel
Micromessages in the STEM Classroom
Educators describe how to become aware of micromessages in order to create equitable learning environments. They define two types of micromessages and how to become more aware of them. They discuss how being aware of language empowers teachers and students, and helps students develop growth mindsets.
Source: Teaching Channel
Books
Books
by Alan M. Blankstein (Author), Pedro Noguera (Author), Lorena Kelly (Author)
Excellence Through Equity is an inspiring look at how real-world educators are creating schools where all students are able to thrive. In these schools, educators understand that equity is not about treating all children the same. They are deeply committed to ensuring that each student receives what he or she individually needs to develop their full potential and succeed.
Diversity, Equity, and Inclusion: Strategies for Facilitating Conversations on Race
This book walks you through the important steps to create a foundation where participants feel brave enough to take risks and share their stories and perspectives. It guides you through strategies for engaging participants in courageous conversations with one another in ways that don’t shame and blame people into understanding. This book is a useful tool for individuals, organizations and college professors who are interested in learning techniques for guiding their audience through dialogue whereby they become open to listening to one another for understanding rather than holding on to old beliefs and maintaining a posture of defense.
Poverty and Inclusion in Early Years Education (Diversity and Inclusion in the Early Years)
by Mark Cronin (Author), Karen Argent (Author), Chris Collett (Author)
Poverty and Inclusion in Early Years Education will help practitioners to understand the experiences of young children who are living in poverty. It examines the potentially devastating impact of poverty and social exclusion on children’s chances in later life, and considers recent policy and practice reforms which have recognised the critical role played by early years settings and practitioners in guaranteeing a secure foundation for children’s future attainment.
by Penny Borkett (Author)
Cultural Diversity and Inclusion in Early Years Education reveals how cultural diversity can be celebrated in every early years setting. Acknowledging the impact of culture on a child’s development and identity, the book demonstrates the need for practitioners to appreciate cultural difference, value diversity and ensure inclusive practices.
To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation―until now.
In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
Programs and Initiatives
Programs and Initiatives
The Teaching Diverse Learners (TDL) Web site, is a resource dedicated to enhancing the capacity of teachers to work effectively and equitably with English language learners (ELLs). This Web site provides access to information -- publications, educational materials, and the work of experts in the field -- that promotes high achievement for ELLs.
Source: Brown University
Generation Citizen believes every student has the right to learn how to effectively participate as citizens. We inspire civic participation through a proven state standards-aligned action civics class that gives students the opportunity to experience real-world democracy.
Generation Citizen’s action civics curriculum is the crux of our work and of both our Democracy Coach-led and teacher-led models. The curriculum is action-based, aligned to relevant standards, and academically rigorous.
Critical Practices for Anti-bias Education
This online professional development seminar shows how teachers can take action and create the conditions that bring the key components of culturally responsive pedagogy to life:
- building and drawing upon intergroup awareness, understanding and skills
- creating classroom environments that reflect diversity, equity and justice
- engaging families and communities in ways that are meaningful and culturally competent
- encouraging students to speak out against bias and injustice
- making the implementation of anti-bias curriculum part of larger individual, school and community action
- supporting students’ identities and making it safe for them to fully be themselves
- using instructional strategies that support diverse learning styles and allow for the development of critical thinking skills.
Source: Teaching Tolerance
Girls Garage is a one-of-a-kind design and building program and dedicated workspace for girls ages 9-17 in the San Francisco area. Integrating design, engineering, serious skills and social justice, our after-school and summer programs equip girls with the confidence and tools to build anything they can imagine and to grow alongside one another and their communities.
Fuse metal. Make trouble. Speak up. Stand out.
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