EDD-FPX8010_MooreShaniqua_Assessment3-1
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Ethical Behavior, Diversity, and Civil Disclosure
Shaniqua S. Moore
Department of Education, Capella University EDD-FPX 8010: Foundations of Doctoral Studies – Assessment 3
Dr. Leone Snyder
January 10, 2022
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Review
Gradually integrating ethical conduct, cultural diversity, and civic discourse into school curricula and training Director of curriculum and instruction must have a thorough understanding of ethics as a scientific discipline in order to interact with students of various backgrounds. In order to learn effectively,
every student should be able to make connections between the content they are studying in class and their real-world experiences. Learning materials have been chosen to reflect the importance of including a wide range of perspectives, including those from a variety of cultures, ethnicities, religions, and gender
identities.
There are a plethora of explanations for the difficulties black and brown students have in reading
and comprehending text. Conscious efforts must be taken to ensure that children feel involved and connected throughout the school day.
Overview of Issues
The educational system in the United States was not initially designed with the education of children of color in mind. Because of this, the framework's educational materials don't resonate with these students. Children of color and white students in the same state or district have significantly different reading levels, according to research. As measured by the National Assessment of Educational Progress in Reading (NAEP) in Maryland, the state average for white students is 283 while the state average for black students is 259, with the national average being 268. (Naderstat, 2013). Students of color are less likely to read because of a dearth of diverse characters in the books they are exposed to, according to research. Students who are disinterested in school are also less likely to put out an effort in their homework. Despite the fact that the achievement gap between white, black, and brown pupils is narrowing, it is reducing at a snail's pace given the size of the student population.
Students' efforts are a good indicator of the ethical dilemmas that arise during curriculum creation and instruction. Students that don't comprehend the material put in less effort, which results in
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unethical behavior in the classroom. The goal of multicultural education is to ensure that all students have equitable access to a quality education by transforming the school setting to better represent the wide range of societal cultures and groupings (Bagnardi, 2009). Students thrive in a multicultural educational environment because of the variety of educational resources and curricula they have access to.
For this reason, civic discourse has a significant impact on school curriculum and instruction: education is deeply personal, and schools are tasked with educating everyone. The impact of civil dialogue may be seen in the classroom because taxpayers fund public education.
Ethical Behavior related to Curriculum and Instruction
Students will be expected to master academic etiquette in a variety of educational settings. Classroom disruptions can be avoided if students conduct themselves in a manner that is consistent with
good classroom ethics. Encouraging students to behave ethically in the classroom goes a long way toward maintaining a healthy learning environment for all. People are more receptive to learning when they feel safe in their educational setting. Dishonesty is a product of indifference. Lessons and learning materials are a starting point for ethical behavior in curriculum creation and instruction. It's important for instructors to explain to students why they should put in the time and effort required to achieve the course's goals. Teachers can help deflect unethical behavior by developing their curriculum in this way.
In addition, children's early grasp of life and learning serves to influence what they can imagine to be feasible, as well. Students should be encouraged to not just learn, but to also develop and grow in their educational experiences. At the moment, there is only a tenuous link between what pupils learn in school and how they come to understand and identify with their own identities, cultures, and interests. In order to encourage students to put up greater effort in a class, it is important to create a safe and welcoming environment in which they feel comfortable and accepted. Students who are more engaged in their learning environment are less prone to engage in unethical behavior.
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There are a variety of ways to spot unethical behavior in the classroom, ranging from plagiarism and cheating on exams to persistent interruptions during class instruction. Disruptive behavior might be the result of a student's lack of interest or attention in class. Student engagement can only occur if there is a strong connection between the subject matter and the students themselves. To avoid student disengagement, teachers must tailor their instruction to match the specific needs of each student, as stated by Hageman-Mays, (2019): "Teachers must offer instruction in a way that meets the individual needs of each student" (Jones, 2020, p.7). There is a stronger sense of belonging for students when they can relate to the characters' learning experiences.
Diversity Issues Related to Curriculum and Instruction
Since America's educational system wasn't designed with minority students in mind, it's essential
to have a diverse student body. Racism is having a negative effect on the education of youngsters all across the world, unfortunately. It is critical that educational materials reflect the diversity of students' backgrounds, including their ethnicities, religions, and genders. Students who attend diverse schools learn more, are less prejudiced toward other races, and have a greater sense of self-worth, according to research. Students of color benefit from more than merely teaching a broad view of history when curricula are diverse (Washington, 2018).
Students care about representation because what they see in the world shapes their expectations of themselves and their conception of who they are. Students of color, particularly those from underrepresented ethnic and religious groups, will benefit greatly from updating outdated curricula
that portray them in stereotypical or inaccurate ways. Ignorance and intolerance will never be possible without education. Positive messages about belonging and importance can be conveyed to children through the use of multicultural images and materials.
Students learn more about themselves and the world around them when they have the chance to interact with people from a variety of cultural and racial backgrounds. Learning to see beyond one's
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own circumstances helps students develop empathy for others. Practicing in the classroom helps students adapt to a variety of work environments when they enter the workforce. It sends a message to students that their past is not important if professors don't teach and incorporate diversity into their curriculum.
Civil Disclosure issue related to Curriculum and Instruction
Because of this, education is fundamentally distinct from other kinds of work and endeavors. Numerous factors have a role in shaping students' ability to engage in civil discourse in institutions of higher learning. Everyone's perspective on education is unique, shaped by their own life experiences and
a variety of other factors. Consider the fact that public schools and school districts are legally obligated to teach all of their students. Administrators and teachers are not able to control who enters their classrooms or workplaces. So that every student and people they come into contact with can achieve their full potential, they must strike a balance between the needs of each of those students and individuals. In addition, taxpayers fund public education. A clear knowledge of how conflicts and emotions can flare when boards include personal experience, human rights, and now money becomes apparent.
There are several characteristics of civilized classroom argument, such as open-mindedness, compromise, as well as mutual regard. Students learn how to engage in civil discourse when civil learning is incorporated into the curriculum and instruction. Classrooms play an important role in bridging the gap between students of different backgrounds by providing a forum for discussion. The ability to debate contentious subjects with respect for the viewpoints of all parties concerned is a hallmark of civil discourse. Learning to communicate and listen well is an important skill children may take with them into many aspects of their lives.
In addition to civics classes, students should be exposed to civil dialogue in every classroom they attend. Civil dialogue helped me learn to appreciate and respect other points of view in a Molecular
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Genetics class topic. My grasp of the course material grew and my communication abilities improved as a
result of this experience" (Hageman-Mays, 2019). There is a wide range of experiences available to students, therefore they need to be exposed to as many of them as possible.
Literature Review
The development and implementation of curricula that emphasize ethical conduct, cultural variety, and civil dialogue are essential if the classroom is to become more diverse. It is critical for effective classroom education that students are encouraged to behave ethically. Reading and teaching materials that are culturally relevant help pupils relate to their education. For pupils to have a better understanding of their own and other people's cultures, it is essential that they are represented in the classroom.
Student engagement and connection will continue to decline as long as the curriculum is not tailored to the students themselves. Cohen discusses how the curriculum might limit diversity. Cultural variety is fostered, but only to conform to "monolingual reality," according to the report. "We (instructors) need to extend the circle of creators and establish a framework sensitive to local rhythms in order for a curriculum to reach the student" (Cohen, 2021). Diversification in the curriculum cannot merely be advocated; it must be created and put into practice.
The English department at the university is trying to create a more diversified curriculum for pupils, according to the university wire. Reading material in Duke's English department lacks diversity, as discussed in the article. There has to be more opportunities for minority views to be heard because of the disparity in the pandemic's death toll" (English, 2021). Students must believe in what they are studying if you want them to participate in your lessons and activities. If students don't see themselves in the resources they're using, they won't be able to buy in.
Students' comprehension and enthusiasm are heightened when curriculum development is made more diverse. Bagnardi discusses how the Banks Multiculturalism model, which specifies five components of
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multiculturalism, can be implemented in the classroom to achieve equity and justice for all parties involved, in that it helps nurses "understand that each clinical scenario in nursing has many realities in connection to culture and health care events." All that matters is that the discussion of diversity in education continues and that it's an ongoing process, no matter what framework teachers employ.
In a debate about gun control regulations, Gewertz stresses the need of polite dialogue in education. No one can resist what they perceive to be the common good." Not all of them are good or bad" (Gewartz, 2019, pg. 23). Wherever there is a wide range of people, there will always be a difference
of opinion. There is a lot of controversy in the United States about gun control regulations, as seen by the example in the article.
People's views on what's important will fluctuate depending on their life experiences. Through the use of civil discourse in the classroom, students can learn how to articulate and accept the differences between themselves and others without feeling judged or retaliated against.
Representation counts when it comes to attracting and retaining the attention of students from a variety of backgrounds. In order to connect with today's students, who come from such a wide range of backgrounds and cultures, reading materials must include images of the students, their friends, or members of their local community. Representation of refugees in English-dominant countries/environments is discussed by Dooley. There are two parts to classroom instruction: one is a discussion about the subject to be taught to pupils, and the other is a discussion of how that content will
be taught. Asserting that students must be able to comprehend and reflect on the information they are given. It is possible that the reader's trans lingual dispositions will be triggered by these picture books as they are used as teaching aids" (Dooley, 2016, pg. 106). A picture book's artwork can help refugees grasp
the narrative if they are able to identify culturally to what is going on in it, even though they don't speak any English.
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Conclusion
Even today, researchers and analysts are still trying to figure out exactly why some black and brown students have such a tough time reading and comprehending. Conscious efforts must be taken to ensure that children feel involved and connected throughout the school day.. To ensure that this endeavor is executed and used to develop well-rounded kids and individuals, it is critical to promote ethical behavior, diversity, and civil dialogue.
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Writing Revision Matrix
Note the feedback you received from your instructor, the page of your assignment associated with the feedback, and the revisions you plan to make in response.
Page
Instructor Feedback
Learner Response to Feedback
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References
Bagnardi, M., Bryant, L., & Colin, J. (2009). Banks multicultural model: A framework for integrating multiculturalism into nursing curricula. Journal of Professional Nursing, 25(4), 234-239. https://10.1016/j.profnurs.2009.01.010 Daniela Cohen, & Local Journalism Initiative Reporter. (2021, Oct 13,). Cultural diversity constrained by English curricula. The Canadian Press https://search.proquest.com/docview/2582220466
Dooley, K., Tait, G., & Zabarjadi Sar, H. (2016). Refugee-themed picture books for ethical understanding in
curriculum english. Pedagogies (Mahwah, N.J.), 11(2), 95-108. https://10.1080/1554480X.2016.1165619
English department seeks greater diversity in curriculum, establishes anti-racism committee. (2021, Mar 31,). University Wire https://search.proquest.com/docview/2507054063 Gewertz, C. (2019). Students learn to put the 'civil' in civil discourse. The Education Digest, , 19. https://search.proquest.com/docview/2312359560 Hageman-Mays, K. (2019, October 25). Perspective: Civil discourse in the classroom: Creating space for important conversations. EducationNC. Retrieved November 1, 2021, from https://www.ednc.org/perspective-civil-discourse-in-the-classroom-creating-space-forimportant-
conversations/
.
Jones, C. (2020, May 11). Reducing disruptive behavior through increased engagement strategies. Maryland Shared Open Access Repository Home. Retrieved November 11, 2021, from https://mdsoar.org/handle/11603/18545?show=full. Naderstat. (2013). Racial and ethnic achievement gaps. The Educational Opportunity Monitoring Project: Racial and Ethnic Achievement Gaps. Retrieved October 28, 2021, from https://cepa.stanford.edu/educational-opportunity-monitoring-project/achievementgaps/race/
.
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WashingtonContributor, S., Washington, S., Contributor, Carter, D. M., Hall, S., Granville, P., Shireman, R., Moultrie, — B. T., Carter, — B. D. M., Kahlenberg, — B. R. D., Zuckerman, — B. M., Hall, — B. S., & Granville, — B. P. (2018, September 17). Diversity in schools must include curriculum. The Century Foundation. Retrieved 12 October 29, 2021, from https://tcf.org/content/commentary/diversity-schools-must-includecurriculum/?
session=1&agreed=1.