ethanporcaro/eric-fulltext-meta huggingface dataset:
Culturally Relevant, Purpose-Driven Learning &amp; Teaching in a Middle School Social Studies Classroom
Author: Milner, H. Richard, IV
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Middle Schools,Culturally Relevant Education,Classroom Environment,Classroom Techniques,Middle School Students,Classroom Observation Techniques,Interviews,Content Analysis,Teaching Methods,Learning Strategies,Educational Strategies,Educational Practices,Interpersonal Competence,Interpersonal Relationship,Teacher Responsibility,Race,Social Cognition,Role Models,Teacher Characteristics,Teaching Styles,Semi Structured Interviews

In an era of student testing by any means necessary, it has become increasingly rare to locate teachers who are committed to teaching students to improve society because they are instead under immense pressure to raise test scores (Darling-Hammond, 2010; Ladson-Billings, 2006). Ms. Shaw, the social studies teacher discussed in this article, is deliberate in developing learning opportunities that help students think about and identify a purpose for learning and &quot;being&quot; in the world. In this way, this teacher has found a purpose for teaching and has empowered her students to develop a purpose for learning as well. This teacher's mindset and practices seem to be consistent with what we know about &quot;good teaching.&quot; Good teaching encompasses what Ladson-Billings (2009) conceptualizes and calls culturally relevant pedagogy, what Gay (2010) describes as culturally responsive teaching, what Moll and colleagues have named funds of knowledge (Moll &amp; Gonzalez, 2004), and what Lee (2007) outlines as cultural modeling. In this article the author asks the question, in what ways does this teacher's ability to emphasize purpose to her middle school students demonstrate cultural relevance in the classroom? In doing so he focuses on an experienced teacher's conceptions and practices in an urban, highly diverse social context.
Hybrid Identities &amp; MOOCs: The Implications of Massive Open Online Courses for Multicultural Civic Education
Author: Afsari-Mamagani, Grace
Date: 2014-00-00
Type: Journal Articles
Subjects: Open Education,Online Courses,Multicultural Education,Citizenship Education,Educational Practices,Educational Strategies,Teaching Methods,Blended Learning,Barriers,Access to Education,Ideology,Role of Education,Cost Effectiveness,Social Networks,Democratic Values,Educational Opportunities,Higher Education

Massive open online courses (MOOCs), delivered through platforms like Coursera, edX, and Udacity, offer content from well-known universities and professors, at no cost, to students across the globe. Although they deliver thematically coherent material in instructional videos and supplemental materials, these online courses demand that users &quot;manage their own learning&quot; and take individualized approaches to interacting with the material, instructors, technological interface, and other student users. While unable to perfectly replace traditional in-person institutions, MOOCs adopt the Deweyan legacy of student-centered experiential education. Humanities-based courses in particular rely for success on interaction between students, including assignment peer reviews (as opposed to the automated grading utilized in programming, modeling, and calculations-based courses) and conceptual discussion. Using three Coursera offerings--&quot;Aboriginal Worldviews and Education,&quot; &quot;Introduction to Engineering Mechanics,&quot; and &quot;Internet History, Technology, and Security&quot;--as occasional case studies, the author suggests that by appropriating a networked learning model and the core principles of connectivism, allowing for the concurrent deconstruction and (re)establishment of user identities, and providing a space for the diffusion of triggers of difference, such online courses can implement and bolster multicultural civic education.
Pre-Service Teachers Confronting Issues of Diversity through a Radical Field Experience
Author: Miller, Paul Chamness
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education,Student Diversity,Multicultural Education,Cross Cultural Training,Cultural Awareness,Teaching Methods,Educational Environment,Socioeconomic Status,Sexual Orientation,Race,Ethnicity,Power Structure,Field Experience Programs,Guidelines,Disadvantaged,Phenomenology,Questionnaires

One of the major challenges in preparing pre-service teachers for the 21st-century classroom, as well as for an increasingly competitive job market, is providing the necessary skills and background to effectively educate diverse populations of students (Sleeter, 2001). Multicultural education courses are a staple in teacher preparation programs, where the differences in learners is superficially examined. However, as Goggins II and Dowcett (2011) point out, those basic multicultural education courses do not go into the depth of specific populations required to truly gain an understanding of issues related to power, privilege, and professional practice. Coffey (2010) asserts that the best way to authentically examine these issues is through cross-cultural, community-based field experiences. The study undertaken by the authors and described in this article advances the understanding of how to develop culturally responsive teachers through a critical examination of an immersion field experience in a particularly unique school environment where issues of sexual, racial/ethnic, and socio-economic diversity are addressed through progressive approaches. The authors point out that even more significant is the fact that these pre-service teachers are immersed in an educational context that is radically different from what they have known in their own schooling. This immersion experience compels them to come face-to-face with social injustices that they have read about in isolated readings, but that, in the study, they encounter collectively in a single school setting.
A Comparison of African &amp; Mainstream Culture on African-American Students in Public Elementary Schools
Author: Green-Gibson, Andrea
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Urban Schools,Public Schools,African Culture,Comparative Analysis,Elementary School Students,Core Curriculum,Curriculum Design,Data Analysis

The public educational system is comprised of diverse demographics wherein each student has a distinct cultural personal history (O'Brien, 1998). In America, the traditional perception was that a melting pot society existed. But deMarrais and LeCompte (1999) maintain that a stew pot or salad bowl would be a more appropriate analogy. Melting pot suggests a European-American, middle- and upper-class orientation, whereas stew pot or salad bowl implies that diverse demographics exist alongside one another with many distinctive cultures enhancing humanity across America (de- Marrais &amp; LeCompte). The melting pot theory has dominated the education system, adversely affecting many African-American students who attend urban, public schools (Carruthers, 1995; deMarrais &amp; LeCompte; Marks &amp; Tonso, 2006; Pai &amp; Adler, 2001). A growing body of researchers have reported that educational leaders are constantly searching to find the best methods for teaching African-American students who attend urban public schools (NCLB, 2002). Leadership stakeholders and educators alike are now beginning to explore the possibility that infusing the cultural history of African descent within the schooling process may help African-American students learn more effectively (Pai &amp; Adler, 2001). While a small number of predominantly African-American elementary schools infuse African culture in the curriculum, most schools do not (Cholewa &amp; West-Olatunji, 2008).The public education system has always been based on Eurocentric values that work to benefit the cultural backgrounds of European Americans. To ensure that education aligns with the norms of African-American students, African-centered education is necessary (Shockley, 2007), but advocates of African culture infusion have yet to convince the public, and even some African-Americans, of the benefits of African cultural infusion. This article describes the results of a causal-comparative design study that compared the educational practices of two predominantly African-American public schools in Chicago based on their AYP reports. It concludes that African-American students who attend mainstream (European-centered) public schools, schools that do not infuse African culture, are failing at a higher rate when compared to African-American students who attend African-centered schools. Based on the study's finding, the article recommends current educational policies in the state of Illinois be reevaluated and rewritten to impose a requirement for all Chicago public schools in predominantly African-American neighborhoods to infuse African culture in the educational experience of attending students.
Ecological Intelligence and Sustainability Education in Special Education
Author: Clark, Kristen E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Teacher Education,Pollution,Consciousness Raising,Teaching Methods,Intelligence,Thinking Skills,Social Justice,Cultural Awareness,Teacher Educators,Social Action,Civil Rights

Before the detection of ozone depletion in the 1970s, an environmental movement began throughout the nation based on an increasing awareness of air and water pollution, and &quot;deaths as a result of work conditions&quot;. Since then, movements for sustainable environmental practices and human rights continue to gain momentum. All over the globe, educators are adopting pedagogies for sustainability and ecological intelligence as strategies for addressing environmental calamities. The environmental challenges being face are serious, and require ecological thinking and sustainability education at every level of learning. The focus of this article is to briefly discuss education in the following areas as they relate to the development of ecoliteracy: thinking patterns, sustainability, social justice, and cultural competence. The author will examine current literature regarding ecoliteracy as well as how special education teachers are working to develop ecoliterate students, and the implications for teacher educators to take action in preparing classroom teachers to educate for sustainability and ecoliteracy.
Creating an Equitable Classroom Environment: A Case Study of a Preservice Elementary Teacher Learning What It Means to &quot;Do Inquiry&quot;
Author: Villa, Elsa Q.
Date: 2014-00-00
Type: Journal Articles
Subjects: Equal Education,Qualitative Research,Preservice Teacher Education,Teaching Methods,Sociocultural Patterns,Learning Processes,Learning Theories,Transformative Learning,Case Studies,Elementary School Teachers,Preservice Teachers,Methods Courses,Science Instruction,Mathematics Instruction,Cultural Influences,Inquiry,Bilingual Education,Academic Discourse,Interviews

In this article, the authors present a case study of a preservice teacher who participated in a two-semester course sequence of elementary science and mathematics methods spanning one academic year. These two courses were taught by the first author and embedded a pedagogical approach grounded in inquiry methods. The purpose of this study was to follow the learning trajectory of a preservice teacher in developing her understanding of inquiry as a pedagogical method. The investigation used the naturalistic approach of qualitative research. The research question driving this study was: What mitigating factors, if any, mediate how a preservice teacher re-shapes her understanding about what it means to be a teacher? Using Vygotsky's (1986) socio-cultural theory of learning as the theoretical framework, what the authors found were several components critical to the learning process: (1) Cultural artifacts play a role in mediating learning; these artifacts include commercially produced inquiry materials and children's positive reactions while engaging in scientific inquiry; (2) analysis of and reflection on these cultural artifacts contribute to making sense of what it means do inquiry; and (3) synthesis of meaningful relationships among the various artifacts contributing to transformational thinking, i.e., learning what it means to do inquiry.
A Case for Sustainability Pedagogical Content Knowledge in Multicultural Teacher Education
Author: Perry, Robin K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Pedagogical Content Knowledge,Educational Strategies,Multicultural Education,Guidelines,Environmental Education,Teacher Education,Change Agents,Educational Change,Place Based Education,Equal Education,Knowledge Base for Teaching

If education is going to offer a remedy for rather than exasperate the problem of the ecological and cultural crisis currently being faced, teacher learning must be at the forefront of the discussion. Current efforts to educate for sustainability rely upon teachers who are knowledgeable, skilled, and committed agents for change. The same is true for efforts to provide equitable education for students from culturally, linguistically, ethnically, and racially diverse populations. But how do institutions of higher education prepare preservice teachers to assume these roles? This article draws upon literature in the fields of sustainability education, multicultural education, and teacher learning to advance the discussion of how to equip preservice teachers to educate for sustainability. Using a generalized framework based in research on discipline-specific pedagogical content knowledge, a vision for sustainability pedagogical content knowledge is proposed. The framework describes the subject matter knowledge, orientations, curricular knowledge, and instructional strategies needed for teachers to enact sustainability education in diverse school environments. It draws upon a wealth of resources from the fields of environmental education, place-based education, and eco-justice education.
Connecting Multiculturalism, Sustainability, &amp; Teacher Education: A Case for Linking Martin Luther King Streets &amp; the Power of Place
Author: Starks, Charlane
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Pluralism,Urban Schools,Sustainability,Teacher Education,Student Diversity,Achievement Gap,Social Justice,Interdisciplinary Approach,Place Based Education

In &quot;The Shame of the Nation: The Restoration of Apartheid Schooling in America,&quot; Kozol (2005) asked a question that many educators and other education stakeholders still wonder about in regards to the educational progress for many urban school students in the United States, &quot;What do we need to do to alter these realities?&quot; (p. 215). Altering realities requires new questions and creatively connecting educational issues such as multiculturalism, education for a sustainable living, and teacher education in different ways. In this article author Charlane Starks ascribes an urban location to multiculturalism, sustainability, and teacher education to draw attention toward transforming the realities of urban bioregions with culturally diverse student populations to contribute to further eliminating the achievement and social gaps inherent in today's urban school communities. Starks contends that teachers and teacher educators can be a &quot;force for responsibility and activism&quot; (Mueller, 2009, p. 1050) in schools located in urban bioregions with a street named after Nobel Peace Prize recipient Martin Luther King Jr (MLK). MLK Street (Michelson, Alderman, &amp; Popke, 2007) names are symbolic representations honoring Dr. King's life and legacy of challenging the status quo during the civil rights era and they continue to exemplify African-American culture and community (Michelson et al., 2007). Street naming as a strategy is &quot;a part of a larger movement to address the exclusion of African- American achievements&quot; (Michelson et al., 2007, p.122) and remains a significant conduit for African-American expression, identity, and sense of community (Alderman, 2006; Tilove, 2003). Ironically, MLK Streets have the dubious reputation of being economically disadvantaged and unhealthy environments (Alderman, 2006). While researchers agree that social movements that result in the renaming of streets to honor Dr. King extend beyond the field of multiculturalism and social justice (Rhea, 2001), teacher education programs can and must prepare teachers for work in urban schools through interdisciplinary connections between multiculturalism, learning about place, and sustainability education. This article examines the importance of interrelationships using an interdisciplinary framework for teaching sustainability within communities on MLK Streets.
Multicultural Perspectives through Music &amp; Sustainability Education
Author: Coss, Roger
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Sustainability,Music Education,Multicultural Education,Educational Philosophy,Role of Education,Public Schools,Music Teachers,Correlation,Environmental Education,Emotional Response,Teaching Methods,Cultural Awareness

Humanity has recently steered itself into an era of environmental instability where the earth is ravaged of its natural resources, where the biodiversity of living organisms is decreasing everyday, and where a rapidly growing human population has become a driving factor in an impending ecological crisis (Rockström et al., 2009; Steffen et al., 2011). Research is increasingly focusing on the roles and responsibilities of public schooling in addressing this crisis (Cassell &amp; Nelson, 2012; Nelson, 2010; Orr, 2004; Stone &amp; Barlow, 2005). However, explicit discussion on the role of music education is being largely neglected. What are the roles and responsibilities of music educators in addressing the impending ecological crisis? The purpose of this article is to discuss implications for the relationship of music education to education for sustainability within the framework of multicultural education. Bennett Reimer's (2003) synergistic philosophy of music education provides a conceptual lens through which to make this connection in a way that not only keeps to the integrity of music education as a discipline, but also addresses issues in multicultural education. In this article, the author first discusses how the field of multicultural environmental education is making space to address multicultural issues in education for sustainability. Next, he briefly summarizes Reimer's synergistic philosophy of music education--specifically his discussion of the feeling dimension of music--and demonstrate how the field of multicultural environmental education is increasingly recognizing the role of emotions in teaching and learning. Utilizing Reimer's philosophy, he concludes with a discussion of music education in education for sustainability through a multicultural perspective.
Toward Social Justice: Literature to Promote Multiple Perspectives
Author: Gibson, Karen
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Justice,Literature,Teaching Methods,Teacher Education,Culturally Relevant Education,Multicultural Education,Undergraduate Students,Curriculum Design,Reader Response,Lesson Plans,Student Attitudes

The purpose of this article is to investigate the struggles of teacher education students when confronted with establishing a social justice curriculum. The authors' work focuses on using multicultural literature as a starting point for the critical conversations that drive curricular changes. Introducing ideas of culturally responsive pedagogy into this environment has the potential to increase resistance and pushback; however, when multicultural literature is introduced, the authors have found that undergraduate students are better able to conceptualize concrete methods for improving the multicultural social justice approach to their classroom.
Connecting Classrooms &amp; Communities: Identifying Student Needs &amp; Assets Inside &amp; Outside of School
Author: Favela, Alejandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Needs,Low Income Groups,Minority Group Students,Culturally Relevant Education,Disproportionate Representation,Reflective Teaching

This article provides suggestions to tap cultural assets and establish links between school personnel and community resources in order to support low income and minority students. The authors are faculty members from different graduate programs who co-teach in order to model collaborative practice for pre-service teachers and school counselors. They describe training opportunities that they have developed that are intended to promote introspection, learning, relationship building, community engagement, and collaboration across disciplines. This article is designed to help educators gain a greater understanding of the social and cultural context that impacts their students, and help them access important resources available to support underserved families.
The Central Valley Dual Language Consortium and the &quot;Stanislaus Associación de Investigación Latina&quot;: A Map of Our Journey
Author: Flores, Juan M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Program Descriptions,Second Language Learning,State Legislation,English Only Movement,English (Second Language),Language of Instruction,Immigrants,Consortia,Workshops,Spanish,Teacher Education,Program Evaluation

California's Proposition 227, or the Unz Initiative, had as its main focus the requirement that English learners be taught only in English, based on the belief that these children could learn English in one year. This led to the dismantling of many bilingual programs in K-12 schools across California. A team of faculty from California State University, Stanislaus (CSU Stanislaus), a public university campus in the Central Valley, was attending the National Two Way California Association of Bilingual Education (CABE) Conference in Monterey in 2006 when a chance meeting occurred in the hotel lobby with teachers and principals from dual language schools from the university's service area. The group commiserated about the hostile environment relative to bilingual education, and agreed on the need to establish what became the Central Valley Dual Language Consortium (CVDLC). The purpose of the Consortium was to create a community of support for dual language programs. The authors decided to write this article describing the journey of the CVDLC as a way to share their experiences with other immigrant and dual language communities in hopes of assisting them in developing their own regional consortia.
The Journey from Babel: Unleashing the Power of the Collective through the Creative Dynamism of Difference
Author: Cassell, John A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Differences,Cultural Pluralism,Multicultural Education,Journal Articles,Interdisciplinary Approach,Environmental Education,Sustainable Development,Teacher Education

The collection of articles presented in this special issue of &quot;Multicultural Education&quot; takes on an enhanced level of topicality and immediacy in light of the crossroads at which both multiculturalism and multicultural education find themselves in both the United States and the West generally. What can be taken from this collection is that the work of scholars investigating the interdisciplinary cross-fertilization of environmental education, sustainability education, and multiculturalism/multicultural education/multicultural teacher education can provide multiculturalists with intriguing avenues for creating a new multiculturalism for the 21st century.