Standard 8: Student Representation in the Learning Environment

Glossary

Affirm: Offering support or encouragement to confirm validity.

Inclusive: Deliberately ensuring that everyone’s identities are acknowledged and represented within various learning and social spaces to affirm their humanity.

Native: Associating with a person’s origin or birth.

Novice: In a professional education setting, someone who is new to the practice of education.

Periodic: Occurring during set intervals of time.

School Climate Frameworks - review current frameworks & school Climate assessments (criteria)

• https://safesupportivelearning.ed.gov/topic-research/school-climate-measurement/school-climate-survey-compendium

Assignments - Review of the classroom environment

• equity audits (focus on ability in the classroom)

• Internship - culture & character audit and action plan

• Curriculum evaluation with equity lens

• scavenger hunt - equity

Building Your Stacks - Book talks and discussions about how to build a diverse classroom library and texts within the curriculum. Sharing how to find supplemental texts to teach alongside "anchor texts."

Suggested Resources to Explore:

Cora Learning. (2020, April 28). Responding to Racial Bias and Microaggressions in the Online Environment [Video]. Youtube.

Columbia University Center for Teaching and Learning (2017). Guide for Inclusive Teaching.

Harbin, M.B., Thurber, A., & Bandy, J. (2019). “Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors. Race and Pedagogy Journal, 4(1), 1-37.

Smith, L., Kashubeck-West, S., Payton, G., & Adams, E. (2017). White professors teaching about racism: Challenges and rewards. The Counseling Psychologist, 45(5), 651-68.

Supiano, B. (2020). Teaching: When students resist learning about racism. Chronicle of Higher Education.

Abedi, J. (2009). “Assessment of English Learners.” Presentation to the Race to the Top Assessment Program Public and Expert Input Meeting.

August, D., and Shanahan, T. (Eds.). (2006). Developing literacy in second language learners: Report of the national literacy panel on language minority youth and children. Mahwah, NJ: Erlbaum.

Ayvazian, A. (1995). “ Interrupting the cycle of oppression: The role of allies as agents of change.” Fellowship (January/February 1995): 7-

Baquedano-López, P., Alexander, R. A., and Hernandez, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182. doi: 10.3102/0091732X12459718.

Bunch, G.C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298-341.

Chang, M. (1996). Racial diversity in higher education: Does a racially mixed student population affect educational outcomes? (unpublished doctoral dissertation, University of California, Los Angeles).

Delgado-Gaitan, C. (1992). School matters in the Mexican-American home: Socializing children to education. American Educational Research Journal, 29(3), 495-513. doi: 10.3102/00028312029003495.

Delpit, L. (1995). Other people’s children: cultural conflict in the classroom. New York, NY: New Press.

Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? The Journal of Educational Research, 93(1), 11-30. doi: 10.1080/00220679909597625.

Emdin, C. (2017). For white folks who teach in the hood... and the rest of y’all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.

Freire, P. (2012). Pedagogy of the oppressed. New York: Continuum International.

Gallimore, R., Ermeling, B.A., Saunders, W.M., and Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams. Elementary School Journal, 109(5), 537-553.

Gándara, P., Maxwell-Jolly, J., and Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Policy Analysis for California Education, PACE (NJ1). Retrieved from http://eric.ed.gov/?id=ED49170

Gándara, P., and Zárate, M.E. (2014). Seizing the opportunity to narrow the achievement gap for English learners: Research-based recommendations for the use of LCFF funds. Retrieved from https://www.oregon.gov/ode/students-and- family/equity/EngLearners/Documents/elo11.10.15LCFFfunds.pdf on August 5, 2019.

Howard, G. (2016). We can’t teach what we don’t know: White teachers, multiracial schools. New York, NY: Teachers College Press

Hughes, J., and Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1).

Irizarry, J. (2011). The latinization of U.S. schools. London: Routledge

Kelly, R. (2012). Understanding the elements of an inclusive course design. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retrieved from https://www.facultyfocus.com/articles/course-design-ideas/understanding-the-elements-of- an-inclusive-course-design/.

Kohl, H. (1994). I won’t learn from you: Confronting student resistance” In Rethinking our classrooms: Teaching for equity and justice (pp. 132-135). Milwaukee: Rethinking Our Schools

Kozleski, E.B. (2010). Culturally Responsive Teaching Matters!. Online Submission. Retrieved from https://files.eric.ed.gov/fulltext/ED520957.pdf

Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Boston, MA: Beacon Press.

Lucas, T. (2011). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. New York: Routledge.

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10- 12.

McNeal, R.B. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78(1), 117-144. doi: 10.1093/sf/78.1.117

Mead, G.H. (1934). Mind, self and society. Chicago: University of Chicago Press.

Menken, K., and Antuñez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficient (LEP) students. Washington, DC: National Clearinghouse for Bilingual Education.

Morris, M. (2016). Pushout: The criminalization of black girls in schools. New York, NY: New Press.

Palmer, D., and Martinez, R.A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37, 269-297.

Perna, L.W., and Titus, M.A. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. The Journal of Higher Education, 76(5), 485–518. doi:10.1353/jhe.2005.0036

Short, D. (2013). Training and sustaining effective teachers of sheltered instruction. Theory into Practice, 52(2), 118-127.

Soltero, S. (2011). Schoolwide approaches to educating ELLs: Creating linguistically and culturally responsive K-12 schools. Portsmouth, NH: Heinemann.

Tatum, B. (1994). Teaching White students about racism: The search for White allies and the restoration of hope. The Teachers College Record, 95(4), 462-476.

Tatum, B. D. (1997). “Why are all the black kids sitting together in the cafeteria?”: A psychologist explains the development of racial identity. New York, NY: Basic Books. Tse, L. (n.d.). Finding a place to be: Asian Americans in the ethnic identity exploration. Adolescence (in press).

Valadez, J.R. (2002). The influence of social capital on mathematics course selection by Latino high school students. Hispanic Journal of Behavioral Sciences, 24(3), 319-339. doi: 10.1177/0739986302024003004.