ED 331 ch4

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  1. gatekeeping
    an aspect of classroom interaction in which the teachers determines who will talk, when, and for how long
  2. alternative families
    viewed from a traditional perspective, any family lifestyle other than a married male and female living with their children. the concept of family is evolving and becoming more inclusive
  3. latchkey (self-care) kids
    a term used to describe children who go home after school to an empty house; their parents or guardians are usually working and not home
  4. ability grouping
    the assignment of pupils to homogeneous groups according to intellectual ability or level for instructional purposes
  5. McKinney-Vento Homeless Assistance Act
    passed in 1987 by congress, it provided the homeless with emergency food services, adult literacy programs access to schooling, job training, and other assistance. The primary piece of federal legislation dealing with the education of homeless children in public schools
  6. Tracking
    the method of placing students according to their ability level in homogeneous classes or learning experiences. Once a student is placed, it may be very difficult to move up from one track to another. The placements may reflect racism, classism, or sexism
  7. Homework (a major part of a student’s life)
    there is too much material to be mastered only during school time, it brings parents into the learning process, many students do not use their time wisely
  8. Homework (limited and brief)
    too much stress is placed on students as it is, it favors some students and penalizes others, many students do not have the luxury of extra time
  9. Tips for addressing the unique needs of homeless students (by the National Center for Homeless Educaton)
    • assign a "buddy" to introduce new students to the classroom and school
    • create a stable learning environment with routine
    • make time to individually welcome and talk with new students
    • assess students interests to hook them into learning
    • have different levels of reading materials on same content
    • keep a supply of healthy snacks and extra school supplies
    • connect students with community support services
    • such as tutoring programs
  10. abstinence only education
    has been shown less effective compared to a comprehensive approach and 90% of middle and high school students and parents support a comprehensive education that teach abstinence and contraceptives
  11. Youth suicide (stats)
    in past 30yrs, the rate of suicide in those between the ages of 15-24 has tripled, everyday 11 adolescents will committ suicide, white females are 3 times more likely to attempt suicide, males are 4 times more likely to succeed
  12. youth suicide (factors)
    substance abusers, teens questioning sexuality, victims of bullying, academic achievers, girls who have been physicaly/sexually abused
  13. what educators need to do about bullying
    • talk accurately about behavior
    • move beyond the individual
    • stop labeling students
    • accentuate the positive
  14. failing at fairness facts
    Hispanic, Native American and African American students score consistently lower on standardized tests than Asian and White

    almost half of Hispanics, African Americans, Native Americans are not graduating HS

    students from low-income families are 6x more likely to drop out than wealthy students
  15. children in poverty %'s
    • >34% blacks
    • >33% american indians/alaska natives
    • >27% hispanics
    • >26% native hawaiians or other pacific islanders
    • <11% asians
    • <10% whites
  16. James Banks
    • focuses on developing a multicultural curriculum. he believes that 1 way 2 achieve greater understanding and more + attitudes toward different groups is to integrate and broaden the curriculum to make it more inclusive and action oriented. he defines 4 approaches
    • the contribution approach
    • the additive approach
    • the transformation approach
    • the social action approach
  17. the contribution approach
    focuses on heros, holidays, and discrete cultural elements (MLK Jr)
  18. the additive approach
    content, concepts, themes, and perpectives are added to the curriculum without changing its structure (Civil Rights)
  19. the transformation approach
    the structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspectives of diverse ethnic and cultursl groups (both view points ie: Indians and Americans on Manifest Destiny)
  20. the social action approach
    students make decisions on important social issues and take actions to help solve them (class hears about poverty and does fundraiser to send money to help)
  21. culturally responsive teaching
    students must experience academic success, which leads to a stronger self-esteem. Esteem is built on solid academic accomplishment

    students should develop and maintain cultural competence, and the student's home culture is an opportunity for learning

    students must develop critical consciousness and actively challenge social injustice
  22. generalizations
    • such as religious, racial and ethnic groups are the most popular but often there are instances like a Jew being Hispanic or Asian
    • they offer us a hunch or clue about a group. these clues can be useful for teachers planning activities.
  23. potentially useful generalizations:
    • 1doing research on their ethinicity to learn about their culture
    • 2learning about their role in their family
    • 3learn what they typically do in certain situations
    • 4learn their religious habits and understand why they can/cannot do certain things at school
    • 5learn about their heritage
    • 6understand why they may act overly creative or energetic
  24. African American (generalizations)
    • benefit from kinesthetic and activity-oriented learning
    • strong oral language tradition
    • not looking directly at an adult is often a sign of respect
  25. Mexican American (generalizations)
    • students feel a loyalty and commitment to the family
    • adhere to traditional gender roles in a patrisrchal family
    • often prefer to work in peer groups
    • prefer structured learning environments
  26. Asian American from Thailand (generalizations)
    • Thais typically honor their national independece
    • fatalistic
    • may be offended by someone touching their head (the most sacred part of their body)
    • cast eyes down as a sign of respect
    • value self-disciple and academic success
    • seek cooperation and reconciliation
    • modest and quite
    • revere teachers
    • work hard to avoid confrontation
  27. Jewish American (generalizations)
    • strong supporters of education
    • academically diligent with high career expectations
    • holidays conflict with school calendar due to school calendar beig scheduked around Christian holidays
    • may not be able to eat in cafeteria
  28. Arab American (generalizations)
    • rich heritage and historical contributions are often discounted in west
    • close family relationships and respect for elders are common
    • often generous and hospitable to friends and even strangers
    • often excel in math
  29. LGBT (generalizations)
    • often "overachievers"
    • high degree of creativity and energy
    • committed to resolving social injustice
  30. overweight and obese children
    • Alabama: 35.1% or higher
    • Tennessee: 35.1% or higher
    • Mississippi: 35.1% or higher
  31. Official English Law and Year
    • Alabama: has Official English Law (1990)
    • Tennessee: has Official English Law (1984)
    • Mississippi: has Official English Law (1987)
  32. Number of ELL students
    • Alabama: 5,000-20,000
    • Tennessee: 20,000-100,000
    • Mississippi: 5,000-20,000
  33. differences compared to 50 years ago
    • no cyber bullying
    • not as many pregnecies
    • no smae sex parents
    • no LGBT
    • no obesity problem

    • drugs were not considered bad then
    • tobacco was not considered bad then

    poverty is about the same
Card Set:
ED 331 ch4
2012-02-11 20:56:54
Secondary Education Program ED 331

test 1 ch1-4
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