Administrative Leadership in the Age of Inclusion: Promoting Best Practices and Teacher Empowerment. The Journal of Educational Thought, 189-210. Tomlinson, C. (2001). How to differentiate instruction in mixed ability classrooms . Alexandria: Association for Supervision and Curriculum.
Finally, I will give evidence of how racism is a large problem in schools when discussing everything from the racial percentages of educators to the segregation of students in various ways. “ The inclusion of multiculturalism in the dominant curriculum in higher education was originally a response to minority student demands of the ‘Sixties and Seventies’”(Kailin, 1998, p.1). This is direct evidence that the topic has been continually pushed aside as time has gone on. Originally b... ... middle of paper ... ...k that this racism would disappear just through teacher communication. In all, school reform for a society full of multiculturalism has to mean sharing power and collectively making decisions.
Revisiting the importance of the direct effects of school leadership on student achievement: The implications for school improvement policy. Peabody Journal of Education, 82(4), 724-736. Rettig, P. R. (2004). Beyond organizational tinkering: A new view of school reform. Educational Horizons, 82(4), 260-265.
The intervening years since court-mandated desegregation of schools have not eradicated the existence of achievement disparities for ethnic children, especially for Latin American and African American students (McKown & Weinstein, 2008). In fact, there is an extensive body of research that suggests that students from minorities do not perform well in the current American public school system (Tyler, Boykin, & Walton, 2006). McKown and Weinstein (2008) note that one often cited contributor to the achievement gap is teacher expectations. The use of the term teacher expectations has been a source of consternation and anger for some educators because of its connection to the concept of self-fulfilling prophecy (Jussim & Harber, 2005). These prophecies are “erroneous teacher expectations [that] may lead students to perform at levels consistent with those expectations (Brophy & Good, 1974; Rosenthal & Jacobson, 1968)” (Jussim & Harber, 2005, p. 131).
It is no surprise that in the twenty-first century, prejudice and hate is still prevalent in society, and more importantly, in the classroom. Yet, just as in years passed, prejudice in the classroom can be reduced through regulations, education, and by other means. Thus, prejudice can be reduced or prevented, if the proper precautions are emplaced. Overview of Solutions and Themes to Prejudice By 2050, the United States will consist of about 53% White, 25% Hispanic, 14% Black, 8% Asian/Pacific Islander, and 1% American Indian. Due to this diversity, it is no doubt that the school system will also change (D’Angelo and Dixey, 2001, p. 83).
(2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision , 18 (3), 240-258. Scher, L., & O'Reilly, F. (2009). Professional Development for K–12 Math and Science Teachers: What Do We Really Know?
She explores integration in neighborhoods and feels it is indeed improving and will translate to schools remaining and becoming more integrated. Ellen’s interest is social segregation and believes “the ultimate question (is) why our nation’s residential neighborhoods are as seg... ... middle of paper ... ...ty education. As a nation it behooves us to make quality education readily available to all. The task is daunting as “To address the issue of resegregation is to assess public education in America” (Dangelo305-306). If we want our public schools to be integrated, we must first educate the general public.
The Influence of Africentric Values and Neighborhood Satisfaction on the Academic Self-Efficacy of African American Elementary School Children. Journal of Multicultural Counseling and Development, 39(4), 218-228. Trumbull, E., & Rothstein-Fisch, C. (2011). The Intersection of Culture and Achievement Motivation. School Community Journal, 21(2), 25-53.
Are there disadvantages of having single-gender classrooms? If it can be shown that participating in single-gender classrooms increases students’ academic performance, this information would be beneficial to both adminis... ... middle of paper ... ...body concerns in adolescent females: single sex and coeducational school environments. Retrieved 9/6/2009, from http://web.ebscohost.com. Mensinger, J. (2008).