attitudes and beliefs about CLD learners (Kahn et al., 2014). Taylor (2010) stated that self-reflection is necessary for preservice teachers to begin to acknowledge and recognize biases that have impacted their value system before they can face them. A self-reflective practitioner has the ability to take their deep thoughts and critically consider their biases and how they can take action when becoming culturally aware (Scott & Mumford, 2007). Teacher Education Programs While there are definitions
Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective
“What it takes for English Learners to Succeed?” is an article written by Jana Echevarria, Nancy Frey, and Doug Fisher that illustrate concepts that will allow English Learners to become fluent in English. The purpose of this article is to discuss four accessible teaching practices that will allow English Learners in U.S. classroom to become academically successful and attain fluency in English. To clarify, the authors use access, climate, expectations, and language instruction as the practices that
multiculturalism. Since, we all come from a higher education background and we understand the ongoing issues in our institutions related to multiculturalism, we decided to use multicultural curriculum based on Sleeter’s theory and design our curriculum innovation project. We used a fictional scenario to develop our story and create an online problem based learning multicultural curriculum that was mandatory for all college students entering in their mainstream education. My reflection paper focuses mainly on
Creating a School of Diverse Learners Texas schools are becoming more diverse every year. The Texas Tribune (2015) released an article stating well over half of the 5.2 million students in the Texas schools were Hispanic. This number has increased from 15 years ago, when the number was around 40 percent. Not only has the Hispanic numbers increased, but the number of Asian students have doubled as well. Even more surprising is the percentage of the white student population. The number of white
article, “How will you do this?” Infusing Multiculturalism throughout Art Teacher Education Programs, Joni Boyd Acuff believes current art education programs in higher education lack a proper incorporation of multiculturalism to prepare upcoming teachers for a diverse society. Acuff uses her position as a higher education art instructor to test ways that can infuse multiculturalism into “general” undergraduate art education courses, while still attending to topics such as curriculum development, assessment
Dyslexics are inquisitive lifelong learners. While often misunderstood, we tend to possess an insatiable curiosity and commitment to figuring out the world around us that is unique in its intensity. We are not only compassionate about learning—we are driven to analyze and assess the world around us—to turn arguments inside out, then right-side back again. This, after all, is what dyslexics do well. As a dyslexic I have a distinct viewpoint allowing me to question teaching norms and push the boundaries
School (DFES) in Trumbull, Connecticut. During the 2015-16 academic year, 85% of the students at MES were Minority, 18% were classified as English Language Learners, and 100% were eligible for free or reduced price meals. During the 2015-16 academic year, 78% of the students at DFES were White, 2.8% were classified as English Language Learners, and 5.7% were eligible for free or reduced price meals. According to Google Maps, the two schools are 6.4 miles
Internationalization in K-12 Education: The Role of School Counselors The changing demographics across the United States necessitate the incorporation of an internationalized curriculum into our K-12 schools. According to the 2012 Census, international migration will be the principal factor in U.S. population growth in the next several decades (U.S. Census Bureau). Currently, approximately 14% of the U.S. population was born in another country (NCES, 2014). Furthermore, one in five students speaks
value they add—within the global economy.” United States citizens devote a significant portion of their incomes to educate future generations through the taxes they pay, and the resultant expenditures of federal, state, and local governments on education. As the epigraph of this essay suggests active participation in a competitive global economy will be required of future tax payers, if we (the people of California) desire to create an environment in our state in which individuals can continue to