Front Cover
Responding to Learner Diversity and Learning Difficulties
A Volume in Caribbean Discourse in Inclusive Education
Series Editors:
Stacey N. J. Blackman, University of the West Indies Dennis A. Conrad, State University of New York at Potsdam
CONTENTS
PART I: RESPONDING TO CHILDREN, YOUTH, AND STUDENTS WITH DISABILITIES AND LEARNING DIFFICULTIES
1. Embracing Diversity in the Early Year’s Setting: Challenges and Opportunities for Teacher Professional Development
2. Supporting Student Diversity and Learning Difficulty: A Strengths-Based, Culturally Responsive Model of Support in Mathematics
3. Meeting the Needs of Students at Risk, Especially English Language Learners and Immigrants in an Urban Classroom: A Case Study
4. From Pain to the Promise: Strategies for Supporting Gifted African American Males With Dyslexia
5. Leading the Charge: Teacher Perceptions of Working With Students At-Risk of or Identified With Emotional and Behavioral Disorders
PART II: RESPONDING TO CURRICULUM CHALLENGES
6. From Academic Performances and Learning in Mathematics to a Transcultural Knowledge: An Example in the Cultural Environment of Martinique
7. D.A.N.C.E. Into Differentiation: Innovative Learning and Language Teaching
8. Using Selected Culturally Diverse Books to Improve Caribbean K–12 Curricula: A Critical Inclusive Perspective
9. Cooperative Learning as Critical Culturally Sustaining/ Responsive Pedagogy
10. Creativity and Dyscalculia: Building on Strengths— Circumventing Deficits
11. When the Humming Hurts: The Strength That Lies Beneath
PART III: TEACHERS AND STUDENTS’ RESPONSES TO DIVERSITY
12. Culturally Relevant Teacher Self-Efficacy Among Preservice and In-Service Teachers in St. Lucia: An Exploration
13. Learning From Our Stories: Narratives in Culturally Sustaining Pedagogy
14. Exploring the Potential Benefits of Coteaching for Learner Diversity and Learning Difficulties: Two Voices
15. Teaching CCSS Mathematics: Engaging Students With Learning Disabilities in General Education Classrooms
PART IV: ADVOCACY AND RESPONSIVENESS
16. Models to Promote Parent Involvement in Children’s Education Within the U.S. Virgin Islands
17. Barbadian and Vincentian Students’ Understandings of Difference, Its Tensions, and Student Inclusion
18. Responding to Barriers to Inclusion: The Voices of Tertiary-Level Students With Disabilities in Barbados and Trinidad and Tobago
19. Transformative Teacher Leadership IS Inclusive Education: A Cross-Cultural Consideration of Teachers’ Work in Jamaica and the United States
Caribbean Discourse in Inclusive Education
Responding to Learner Diversity and Learning Difficulties
Edited by
Dennis A. Conrad State University of New York at Potsdam
and
Stacey N. J. Blackman University of the West Indies, Cave Hill Campus
Information Age Publishing, Inc.
Charlotte, North Carolina • www.infoagepub.com
Foreword
J. DE LISLE
Jerome De Lisle
In an era of globalization, schools in major cities of the Western world as well as in the Caribbean confront increasingly diverse student populations, with individuals and groups differing by language, culture, socioeconomic status, and even excepti...
References
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Preface
D. A. CONRAD and S. N. J. BLACKMAN
Dennis A. Conrad and Stacey N. J. Blackman
The second book in the series Caribbean Discourse in Inclusive Education is titled Responding to Learner Diversity and Learning Difficulties. In this book, the editors asked authors to focus on and examine how schools, teachers and principals can res...
RESPONDING TO CHILDREN, YOUTH, AND STUDENTS WITH DISABILITIES AND LEARNING DIFFICULTIES
In this section, the authors consider responses to dealing with the increasing diversity of learners in our classrooms, and the role of educators in establishing and sustaining inclusive practices that are socially just. Influenced by media and other...
RESPONDING TO CURRICULUM CHALLENGES
This second section presents research that critically explores the notion of culturally responsive approaches to teaching science, technology, engineering, mathematics, and literacy in primary and secondary schools. Authors in this section examine so...
TEACHERS AND STUDENTS RESPONSES TO DIVERSITY
The third section of this book presents work that highlight the importance of teachers’ efficacy and voice research as a means of responding to learner diversity and difficulties. Chapters in this section engage fully with the notion of effective p...
RESPONSIVE LEADERSHIP AND ADVOCACY
This section presents research that examines the need for more responsive schools and teacher leadership to meet the challenges represented by learner diversity and difficulties. Authors in this section reimagine the roles of teachers beyond pedagogy...
Table 1.2. Overview of the AtL Projects
Titles
Aims
Activities
Languages
Resources
Results
• “Flying over different languages’
• “What do languages have in common?”
• “Awakening children to diversity and phonology through multilingual songs”
• “Multicultural Christmas”
• “A library is a house where everyone fits in … and every book too”
• Develop the children’s linguistic repertoire
• Develop children’s oral communication skills
• Develop children’s awareness of the school language
• Foster contact with the written code
• Promote emergent reading/writing skills
• Develop phonological awareness
• Foster respect for and valorization of diversity
• Promote responsible citizenship
• Motivate for language learning
• Learning how to say words/phrases in different languages
• Doing children’s language biographies
• Reading stories in different languages
• Doing drama activities with the stories
• Listening to songs in different languages
• Playing word games
• Segmenting words in syllables/phonemes
• Cutting and identifying flags from different countries
• Learning about Christmas traditions in different countries
• Arabic
• Cape Verdean Creole
• Chinese
• English
• French
• Galician
• German
• Italian
• Polish
• Portuguese
• Romanian
• Russian
• Slovenian
• Spanish
• Books/stories
• Songs
• Videos
• Picture and word cards
• Maps
• Flags
• Children’s (migrant) relatives
• (Migrant) staff
• learned new words and developed their plurilingual repertoires
• became more aware of linguistic diversity
• were able to identify similarities and differences between languages
• became more familiar with the written code
• developed their phonological awareness
• became more willing to learn languages
• developed positive attitudes toward others
PART I
RESPONDING TO CHILDREN, YOUTH, and students WITH DISABILITIES AND LEARNING AND DIFFICULTIES
CHAPTER 1
Embracing Diversity in Early Years’ Settings
M. LOURENÇO and A. I. ANDRADE
Mónica Lourenço and Ana Isabel Andrade
In a globalized world characterized by unprecedented technological evolution, mobility, and migration, teachers face new and unexpected challenges. Among these challenges are the need to keep pace with rapidly developing knowledge areas and approache...
PLURILINGUAL EDUCATION IN THE EARLY YEARS
Plurilingual education has become a “hot topic” in the last decades, particularly in the European context. According to Beacco and Byram (2007), plurilingual education refers to “all activities, curricular or extracurricular of whatever nature,...
TEACHER PROFESSIONAL DEVELOPMENT AND (PLURILINGUAL) ACTION RESEARCH
Teacher professional development is a process during which the teachers transform themselves in the exercise of their professional activity. As a result of gaining increased experience and examining their practice systematically, teachers develop a n...
1. changes in educational knowledge and thought (i.e., representations about theories of education, about school, about teaching methods, or about educational goals);
2. transformation of teaching practice (i.e., the pedagogical and didactic repertoire of the teacher);
3. and (re)construction of professional identity (i.e., the set of attitudes, beliefs, experiences and principles that define teachers in their professional careers) (see Lourenço, Andrade, & Sá, 2014).
The Study
Background and Aims
The Teacher Education Program
1. to promote reflection on the development of phonological awareness in early childhood education;
2. to promote the emergence of plurilingual education in the teachers’ practice; and
3. to promote the creation of a network of teachers and researchers, aimed at disseminating and sharing practices related to plurilingual education in the early years.
The program had eight sessions, seven 3-hour sessions and one 4-hour session. Sessions 1 to 4 were more theoretical in nature, aiming to make teachers familiar with the concepts of plurilingual and intercultural education, phonological awareness and ...
Participants
Methodology
This study is part of a larger research project that aimed to educate preschool teachers for plurilingual and intercultural education and act on their professional development. For this project, data were collected in the form of questionnaires, prof...
Table 1.1. Categories of Analysis
Categories
Definition
Description
The Awakening to Languages Projects
Results and Discussion
As previously mentioned, the reflections written by the participating teachers after the program were at the center of this study. These were coded according to three broad categories—knowledge, practice, and identity—which are considered areas o...
Knowledge
Practice
In our classroom there is a tree, the children have named it “tree of dreams,” because it is by this tree that we talk with each other, listen to stories, plan our activities for the day. It was in her trunk that we registered the languages we sp...
Identity
As early years educators, it is our job to organize and plan the curriculum through differentiated pedagogy that caters for diversity and multiculturalism.… This is an opportunity that we cannot miss in order to make schools more dynamic and future...
Our school should not be indifferent to the increasing multilingualism in Portugal, and we, as teaching professionals, have a duty to create the necessary conditions to integrate migrant children successfully. For that to happen we have to change our...
Conclusion
To live and to work in today’s societies entails a personal commitment to a continuing process of development. This allows people to (re)construct their knowledge and to update their practice, and thus, deal with the demands created by a constantly...
ACKNOWLEDGMENT
The authors would like to thank the preschool teachers who generously agreed to embark on a journey of plurilingual and intercultural education. We are also grateful to Susana Sá, assistant teacher at the Polytechnic Institute of Porto, Portugal, fo...
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CHAPTER 2
Supporting Student Diversity and Learning Difficulty
E. KIRU, A. M. SORRELLS, and C. CHARRAN
Elisheba Kiru, Audrey M. Sorrells, and Chelseaia Charran
Caribbean education reforms call for improvements in literacy and mathematics outcomes, access to inclusive education, and use of technology in teaching and learning for all students, especially students with learning difficulties (Jules, 2008; Lavia...
EDUCATION IN THE CARIBBEAN: HISTORICAL AND CONTEMPORARY INITIATIVES
In 1960, the Caribbean enacted Universal Access to Primary Education and in 2000, implemented the Universal Secondary Education. According to Louisy (2004), almost all the regions have achieved universal primary education, up to age 14, and are makin...
SYSTEMIC INEQUITIES AND OPPORTUNITY GAPS IN THE CARIBBEAN
Students in the Caribbean have pervasive low performance in mathematics (Kalloo & Mohan, 2012; Leacock, 2009); the findings of one report show signs of decline in mathematics achievement among traditionally marginalized Caribbean student populations ...
Assessment
Students With Disabilities
Teaching
Inclusive Education in the Caribbean
A STRENGTHS-BASED, CULTURALLY RESPONSIVE FRAMEWORK
To support student diversity and students with learning difficulties we propose a strengths-based culturally responsive framework (Figure 2.1) for enhancing student performance, student interest, motivation, and increasing student engagement in mathe...
Figure 2.1. Framework for supporting student diversity and students with learning difficulties.
CONTEXT: LEARNING ENVIRONMENTS
In their book Disrupting Class, Christensen, Horn, and Johnson (2008) challenge educators to focus on asking the questions, “What works from the perspective of individual students?” “What were the different circumstances?” and “What are th...
Content Area: Mathematics
Figure 2.1 includes a focus on content area of instruction. The content area can be science, English, or foreign languages. In this chapter, we focus on mathematics. On rethinking equity-based practices, Aguirre et al. (2013) challenge mathematics ed...
TEACHER PREPARATION AND TRAINING
A key component of the strengths-based culturally responsive framework is a focus on teacher preparation and training. Students can benefit immensely from instruction of highly qualified teachers. Therefore, there is urgency for higher education and ...
RESEARCH-BASED PRACTICES
To address student diversity and learning difficulty, we conceptualize a student’s learning environment as one that places the student at the center of the learning process. We propose the pairing of research-based practices such as explicit instru...
Early Screening
Explicit Instruction
Strategy Instruction
Feedback
Problem-Posing Strategies
Goal Setting
INNOVATIVE PRACTICES IN MATHEMATICS INSTRUCTION FOR DIVERSE STUDENTS AND STUDENTS WITH LEANING DIFFICULTY
In a globalized world, schools and societies are tasked with the challenge of valuing the local culture while preparing students for a global market or risk marginalization from the global field. Consequently, in addition to equipping students for an...
Technology-Mediated Instruction
Small-Group Instruction
Culturally Responsive Teaching
Funds of Knowledge
STUDENT LEARNING OUTCOMES
Student Identities
Developing Student Identities in Mathematics
Motivation
Interest and Engagement
CONCLUSION
In this chapter, we provide an overview of Caribbean education, discussing the current challenges regarding systemic inequities and opportunity to learn for students in the Caribbean. To overcome inequities, opportunity gaps, persistent low achieveme...
Reimagine Instruction, Innovation, Implementation, and Inclusion in Mathematics
Reimagine Teacher Preparation for Student Diversity and Difficulty
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Figure 3.1. Model for effective urban teacher preparation programs.
CHAPTER 3
Meeting the Needs of Students-at-Risk Especially English Language Learners and Immigrants in an Urban Classroom
B. L. ADAMS
Benedict L. Adams
Many scholars agree that the success of English language learners (ELLs) and immigrants in our schools today has been limited (Cavan, 2008; Clarkson, 2009; Goodwin, 2002; Gordon, 2002; Lad & Braganza, 2013). This means that underachievement among imm...
WHY STUDY THE EXPERIENCES OF ELLS, AT-RISK, AND IMMIGRANTS STUDENTS?
This study focused specifically on how classroom teachers were able to support ELLs and immigrants at Thomas Aquinas High School (pseudonym) in their learning processes, as well as how teachers made sense of and carried out instruction for this group...
Relevant Immigrant Pedagogy as the Conceptual Framework
In this case study, I used the term “relevant immigrant pedagogy” as an umbrella term that encompasses three educational theories: identity theory (Kroger, 2007; Taylor, 2002), sociocultural theory (Vygotsky, 1978) and self-efficacy theory (Bandu...
Identity Theory
Sociocultural Theory
Self-Efficacy Theory
RESEARCHING THE EXPERIENCES OF ELLS AND MIGRANTS
In order to explore the nature of immigrants and ELLs’ learning experiences during one Grade 10 English class, I used a qualitative case study design. This design helped frame a rigorous inquiry into what it means to be an effective urban teacher, ...
Context of the Study
Gathering the Data
Data Analysis
Establishing Trustworthiness
Findings
Analysis of data collected via classroom interactions, interviews, focus groups, field notes, informal conversations, and numerous student artifacts such as written assignments, presentations, student work, and grades provided emergent evidence of th...
Teachers’ Nature of Instruction
During the first week of school, there was one student from Iraq who explained to me the horrors she saw over there before she fled with her family members to the United States. They were confined in a small room without electricity for a month with ...
When we began teaching this class this year, we had meetings to discuss this issue. The first thing we talked about was building trust with them. We pledged to value them, respect them, and at the same time challenge them to work hard. Specifically, ...
I like the group aspect of class discussion. In groups, students learn to cooperate and not act as competitors, and when I go around listening to them, I feel humbled to hear many stories they discuss and share with one another. I think they learn be...
Building a class community is an excellent litmus test for successful teaching. I like doing this with a firm belief that human connections are great for growth. We all need each other and learning can’t take place in a vacuum of human connections....
Teacher Support
My English language arts (ELA) home background did not provide me with so many avenues to work with ELLs and immigrants nor even had a rigorous cultural diversity class during my teacher preparation program. Honestly, faced with my own inexperiences ...
Students’ Views on Instruction
I feel like that I have grown and I am different this time. I am a dynamic individual. I have changed in my thinking about life, I have grown in knowledge and I now know that I have power to contribute something in this class, this school, the commun...
I learned more about what I can do as a human being, my dignity, my human rights, my civil rights, and how I can step up for myself and for others. I gotten [sic] a new perspective on how to get what I want which I felt was not possible before. I hav...
I want to improve my English. We have no ends meet and no relatives here and school is what can make me share the American dream. Thus, why I am working hard and improving my English. I like math, science, and social studies and I want to go to colle...
RESPONDING TO STUDENTS WHO ARE ELL, IMMIGRANT, AND AT-RISK
Results showed the importance of teachers’ dispositions and instructional practices in the process of learning toward identity, sociocultural, self-efficacy, and academic growth of students in the classroom. During the individual case study analysi...
INTRODUCING A MODEL FOR EFFECTIVE URBAN TEACHER PREPARATION PROGRAMS
In the following section, I suggest key components for teacher preparation programs that may be used to prepare new teachers to teach immigrant at-risk students through relevant immigrant pedagogy (see Figure 3.1).
Careful Selection Process of Candidates
Improved Urban Education Program
As teacher educators, we have never agreed on a curriculum for teacher education. Overtime, our programs have vacillated between providing the knowledge and dispositions that are prerequisites for teaching, on one hand, and on the other, detailing th...
Urban-Based Field Experiences
Faculty Mentoring and Group Support Network
Ideal Teacher Goal-Set Attributes
Conclusion
This book chapter on meeting the needs of students at-risk, especially ELLs and immigrants in an urban classroom, is a humble beginning which has so far been productive. Many teachers in urban and even suburban schools still struggle to address the u...
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CHAPTER 4
From Pain to the Promise
S. A. ROBINSON and J. LAWSON DAVIS
Shawn Anthony Robinson and Joy Lawson Davis
Across the U.S. academic system, there are 16,758 school districts, 95,507 schools, and 50,035,744 students from diverse neighborhoods (U.S. Department of Education, 2016). Some ethnic and racial groups have not fared well, historically and presentl...
Definitions
According to the National Society for the Gifted and Talented (2017) giftedness includes:
all areas of a child’s life: academic, artistic, athletic, and social. Most schools limit their definition and their programs to academics, but it is important to focus on performance and accomplishment. It is not enough to just have the talent; yo...
Lyon, Shaywitz, and Shaywitz (2003) define dyslexia as a:
Specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the ph...
Furthermore, African American males are not frequently identified as either gifted or having dyslexia (Ford, Grantham, & Henfield, 2011; Robinson, 2013). Mayes and Moore (2016a, 2016b) argue that current literature on the intersection of the two defi...
Sources: U.S. Department of Education, Office for Civil Rights (2013–2014) and Kena et al. (2015).
Figure 4.1. Overlapping inequalities.
Brief Review of the Literature
Systemic Discrepancies
Table 4.1. Distinctions Among the Discrepancy Concepts in Relation to Gifted African American Males With Dyslexia
Concept
Self-Reflection Questions
Application to programming
• setting low expectations for students who are in special education;
• denying the experiences of students by questioning the credibility and validity of their stories;
• discouraging students from working on projects that explore their specific academic abilities;
• asking students with hidden disabilities (i.e., dyslexia) to explicitly identify themselves in class through reading circles;
• making assumptions about students’ general intellectual ability because of their perceived or actual disability; and
• excluding students from accessing instructional activities that tap into their creative thinking or leadership.
Parents, teachers and other school staff should be part of the process, and tests should include those that measure critical thinking, problem solving, and verbal reasoning. Recommendations from different people and student samples are good sources o...
1. Socioeconomic Status. While poverty and special education placement could be associated, it is important to note that poverty may contribute both directly and indirectly to the risk of academic failure and/or special education placement (O’Conno...
2. Funding, resources, and quality of education. Poverty itself cannot be assumed to be the cause of lower educational outcomes. Schools are government agencies responsible for educating all students, and it is well known that children in poorer neig...
3. Workforce qualifications and instructional concerns. As discussed earlier, the U.S. Department of Education (2016) reported that the highest poverty institutions have a greater percentage of inexperienced and uncertified PK–12 instructors (Darli...
4. Cultural biases in referral and placement practices. The assessment process across the fields of gifted education and special education have been controversial. Major court decisions have raised red flags and have resulted in mandates for the use ...
STRATEGIES FOR SUPPORTING GIFTED AFRICAN AMERICAN MALES WITH DYSLEXIA
Culturally Appropriate Assessment
Table 4.2. Informal Strategies for Supporting Gifted African American Males With Dyslexia
Method
Purpose
Guidelines
Source: Content modified from Morrison (2013).
Addressing Disparities Through Intellectual Challenge and Academic Support
Conclusion
In summary, the purpose of the chapter was to raise awareness about a student population that continues to be neglected and to experience high volumes of academic inequalities (Robinson et al., 2016). Moving forward teachers need to be provided with ...
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CHAPTER 5
Leading the Charge
N. BORRIS-LEZAMA and D. A. D. CONRAD POPOVA
Nickisha Borris-Lezama and Dyanis A. D. Conrad Popova
In an increasing number of general education classrooms, there are unidentified students with or at risk for emotional and behavioral difficulties (EBD) (Carrington-Blaides & Conrad, 2017). These students are primarily identified through externalizin...
Giving Voice
THE BIG PICTURE
A review of international studies highlights some of the challenges faced by teachers working with students identified with EBD. In Hong Kong, where students with EBD are served in special schools, teachers felt confident in their ability to effectiv...
Regional Significance
Externalizing Behaviors in the Classroom
Conceptual Underpinnings: Positive Behavior Support and Ecological Model
Strategies Used to Address Students’ Challenging Behavior
School-Related Factors That Hinder Teachers’ Efforts
Suggestions to Improve Teacher Efforts
MOORETOWN ACADEMY
History
Learning Community at Mooretown
Expertise
• For inappropriate skills: Reinforcement (positive, differential, negative), precision requests, behavioral momentum, time-out, response cost, group-oriented contingencies, continuous monitoring of student performance;
• For inadequate interpersonal relationships: direct instruction of individual behaviors modifying antecedents and consequences and opportunity to practice in natural settings; and
• For academic challenges: direct instruction, self-monitoring, classwide peer tutoring, and continuous monitoring of student performance.
Faculty
The Researchers
“Miss, don’t tell me nothing before I [obscene language] buss your face,” a student responds while being talked out of hitting a student. In a fit of rage, the student responds by hurling a stone at the teacher, resulting in the teacher sustain...
BUILDING THE CASE
We chose a qualitative approach for this study to allow for a better understanding of the lived experiences of the teachers at Mooretown Academy. The study explored the ways teachers perceive and make meaning of their experiences (Creswell, 2013; Den...
Participant Selection
Research Questions
• What strategies have been successful in addressing the challenging behaviors of students with EBD at Mooretown Academy?
• What school-related factors do teachers feel hinder how they address the behaviors of students identified with EBD at Mooretown Academy?
• What do teachers think can be done to enhance the effectiveness of their efforts to address the challenging behaviors of students identified with EBD at Mooretown Academy?
Data Collection and Analysis
Limitations
TEACHER PERSPECTIVES
Successful Strategies for Addressing Challenging Behavior
Figure 5.1. Successful strategies for addressing challenging behaviors at Mooretown Academy.
People think academic intervention is not a part of behavior management. So, improving the academic structure and making them experience success in their academics I think that has worked a long way in helping children to manage their behavior.
They learn from early here school work has to be done and when they get in that routine, its heaven … for that student just learning to write her name correctly or add two numbers is a great achievement and see a big, big change in attitude and beh...
We teach appropriate behaviors, teach social skills, we have social sessions, we discuss appropriate … we teach a lot about appropriate behaviors. We provide the children with strategies to use when they get angry.
We support each other a lot as a staff … that is the stem of our school. So collaborating as a staff is one of the things that works a lot for us in terms of the children when they feel they can try a fast one.
Monica also noted: “We collaborate a lot too, as teachers I mean. We share info and experience that we think will help to help the students.” The unison in their efforts was further explained by Alex:
We are not a typical school; we have a family thing and I don’t think it’s because we small but it’s because of the magnitude of the challenge the behavior can present and we have to support each other working here to survive.… But as a stude...
If the behavior might pose a danger then you … remove the child from the setting. Timeout is used if we get an outburst if the initial ignoring doesn’t work or can’t be used based on the situation. So, we isolate until the behavior calms down.
Factors That Hinder Effectively Addressing Behavior
Figure 5.2. School-related factors that hinder effectively addressing behavior.
Little parent support is affecting … us negatively.… So that is almost ineffective in the sense that the child know that their parents will not turn up. Some of them will tell you plain, my parents is not interested in me.
We don’t even have a time-out room. We need this room when a student act out real bad. That was destroyed by a student some years ago and we waiting to get it fix every year by the ministry.
Schoolwise we have a document called a discipline matrix. I have some qualms about this as I feel it is not used consistently but conveniently. As a school, it [the policy] does not always govern how we address and apply consequences to problems. A l...
Monica adopted a similar view:
We are supposed to have a behavior matrix which sets out exactly what are the consequences for the actions of the children. But somehow it is not put into place and it is not put into effective action when these things happen, so you will find out it...
Suggestions to Enhance the Effectiveness of Addressing Student Behavior
Figure 5.3. Suggestions to enhance the effectiveness of addressing student behavior.
I feel sad when I see some of these children seeing how helpless they are trying to control their impulsiveness and you know if they don’t get a proper diagnosis and medication to help them they can’t cope.
Children will become physical and you will have to do some kind of restraint. With respect to the Ministry position we are not sure of their position … not sure where we stand, although it is something we see as having no choice but to do. This is ...
We sometimes have no choice but to restrain. How do we restrain a child who has become uncontrollable physically and not be accused of physical assault? I not sure where we stand, our jobs, in terms of the ministry and their rules with not touching s...
We need to be professionally taught how to effectively restrain a child before that child harms him or herself, somebody else, and you the person who is restraining and in the same breath not lose your job. Because that can happen if the parent of th...
We need better supports.… Even from the ministry side, where are the counselors, psychiatrists, nurses, student aides … all the supports … recommended. The parents too need support, help, counselling, those things to help them.
Michael suggested the need for the support services stating:
If we had safety officers, counsellors, psychiatric nurses, community police support, social groups like police youth club. If we are actually provided with these support services, managing the behavior and discipline of these children will be more e...
Continuous training to teach our students with so many different learning abilities and behavior traits. So, we need to have constant training whether it is how to teach children with EBD to read or do math, to help them socialize, [or] even to help ...
DISCUSSION
The use of academic intervention and effective instruction to address student behavior is at the heart of effective special education and first line of defense in behavior management (Kauffman, Mostert, Trent, & Pullen, 2006; Lane, 2004; Walker, Rams...
RECOMMENDATIONS
Without a doubt, the teachers of Mooretown Academy are committed to the difficult task of responding to and addressing the behavioral challenges of students identified with or at risk for EBD.
Consultative Collaboration
Professional Development
Physical Plant
FUTURE RESEARCH
While conducting this research, we recognized that schools and teachers of students identified with or at risk for EBD are underresearched. We assert that there is tremendous need for similar studies which would help researchers and practitioners dev...
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PART II
RESPONDING TO CURRICULUM CHALLENGES
CHAPTER 6
From Academic Performances and Learning in Mathematics to Transcultural Knowledge
M. ARNETON and L. NUMA-BOCAGE
Melissa Arneton and Line Numa-Bocage
As a field study, educational sciences offer researchers an appropriate lens to investigate teaching/learning situations like students’ underachievement in mathematics. According to the anthropological theory of didactics (Chevallard, 1985), social...
MACROELEMENTS OF INFORMAL AND FORMAL EDUCATIONAL ENVIRONMENT IN MARTINIQUE
Martinique is located in the Americas and has been a French Department since 1946. Colonization was based on the enslavement of a population through forced immigration, even after slavery had been abolished in 1848. Since April 27, 1848, French citiz...
MESOANALYSIS OF SCHOOL DISTRICTS’ DISCOURSE ABOUT MATHEMATICS
At a macroanalysis level, Klieme and Baumert (2001) indicate that the success in international standardized tests relies on taking into account national cultures appearing through school curricula on mathematics. Of course, paying attention to the de...
MICROELEMENTS FROM INTERACTIONS ANALYSIS OF A MATHEMATICAL GAME
The third level that should be given due consideration is the microlevel and children’s inter- and intraindividual skills—for example, how students put their cognitive skills into play to perform a task in mathematics (Numa-Bocage, 2007, 2010). I...
“The game of Wa-wee was bought in St. Lucia, but I also found it in use in Barbados and Martinique among the negroes. As far as I could ascertain, they supposed it very old—it came from their fathers. I supposed it came from Africa; but no one se...
The Qualitative Research Project on Awelé
Figure 6.1. Two schoolboys of a regular 4e class (right) Teaching a schoolboy in special section (left) how to play with the awalé which they have drawn and built With M. X the Craftsman.
In France, cultural diversity is treated like a nonissue, apart from controversies and crises.… Schools cannot remain indefinitely without an orientation. Systematically denied in the name of universality or, on the contrary overstated in the name ...
New Developments
NOTES
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CHAPTER 7
D.A.N.C.E. Into Differentiation
H. W. ARNOLD
Holly W. Arnold
Over the past 20 years, there has been a steady rise in the population of linguistically and culturally diverse students across the United States. In 2014, an estimated 4 million immigrants, accounting for 9% of the United States’ overall immigrant...
THE THEORY BEHIND D.A.N.C.E.-ING
Researchers have found that children “use what they know about language, literature, and the world” (Yatvin, 2000, p. 4) to sift through and make sense of their academic content. Children are immersed in a plethora of diverse and ever-evolving si...
D IS FOR DIFFERENTIATION
Even though differentiation has become an educational buzzword in recent years, it is often thought of with dread by teachers. It has become erroneously synonymous with time-consuming endeavors more so than meeting the needs of students. However, dif...
Comprehensible Input
Culturally Responsive Pedagogy Through Differentiation
Application to the Classroom
A IS FOR ASSESSMENT
In the classroom, assessments serve the purpose of providing meaningful data on how students are mastering the content and language. Teachers utilize these data to adjust and improve teaching and learning (Sleeter, 2005). This is “the core [purpose...
Culturally Responsive Assessments
Formative and Summative Assessments
Application to the Classroom
Project-Based Learning With ELs
Grading ELs
• Was the instruction comprehensible and differentiated based on the cultural and linguistic needs of the EL?
• Were all assessments differentiated based on the cultural and linguistic needs of the EL?
• After receiving appropriately differentiated assessments, how did the EL score on the assessments?
• Does the EL receive dual services from a language support program (such as ESOL or ESL) and special education? If so, were assessments created based on guidelines set forth by the EL’s individualized education plan (IEP)?
N IS FOR kNOWING YOUR STUDENTS
The American Association of Colleges for Teacher Education (2017) states that during the 2009–2010 school year more than 80% of bachelor’s degrees in education were received by non-Latino White students. Within this 80%, only one quarter of these...
Application to the Classroom
C IS FOR COMMUNITY
The lives of ELs extend into their homes, families, and communities. Adding to that, they bring diverse linguistic and cultural backgrounds, traditions, and experiences that can add immense richness to the learning environment. Learning about ELs’ ...
Principle 1: Open the Doors
Principle 2: Understand the Language and Embrace the Diversity
Principle 3: People Are More Important
E IS FOR ENGAGEMENT
The D.A.N.C.E. framework is grounded in sociocultural theory, and it incorporates “the concept of learning as situated social practice, which includes … discourse, social interaction, and participation structures” (Singh & Richards, 2006, p. 15...
Zone of Proximal Development
Purposeful Grouping
CONCLUSION
The five components of the D.A.N.C.E. framework provide a coherent system for integrating linguistically and culturally appropriate supports into daily pedagogy, while structuring lessons on a sociocultural foundation. As Sleeter (2005) encourages, t...
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CHAPTER 8
Using Selected Culturally Diverse Books to Improve Caribbean K–12 Curricula
C. BARNES ROWLAND and F.-A. McGARRELL
Charline Barnes Rowland and Faith-Ann McGarrell
The population of our planet is more diverse than at any other time in history, and students in classrooms worldwide represent a variety of cultural backgrounds—some embracing more than one heritage. Spoelman and Thomas (1996) stated, “The Caribb...
CARIBBEAN CURRICULUM FOR ALL
In the program of education restructuring in the last four decades, many of the Caribbean schools, both government-funded and private, have moved from postcolonial to CXC (Caribbean Examination Council) to national curriculum (Bristol, 2012). Yet Hic...
Culturally Diverse Literature Framework
What Is Critical Literacy?
Why Is It Necessary?
What Does It Look Like in the Classroom?
SAMPLING OF AWARD-WINNING CARIBBEAN BOOKS
For the rest of the chapter, we have provided an annotated bibliography of 32 children and young adult books representing the Caribbean (Appendix A). These award-winning books range from picture to informational texts with themes of migration and imm...
Sampling of Book Awards of Diversity
CONCLUSION
The integration of culturally diverse literature into the curriculum shows that the educational system values all learners. This should not be limited to textbooks. So, it is essential that diverse books are consistently added to classroom and school...
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APPENDIX A: ANNOTATED BIBLIOGRAPHY OF SELECTED AWARD WINNING CARIBBEAN BOOKS FOR CHILDREN AND YOUNG ADULTS (alphabetized by Book Title)
Baila, Nana, Baila Dance, Nana, Dance: Cuban Folktales in English and Spanish retold by Joe Hayes. Illustrated by Mauricio Trenard Sayago. Cinco Puntos, 2008. 128 pages. ISBN 978-1- 933693-17-0 (ages 9–13)
Joe Hayes presents a rich, soulful collection of Cuban short stories. His retelling of these classic folktales will have readers of all ages tasting the flavors and moving to the beat of the Spanish, African and Caribbean cultures that blend together...
Before We Were Free by Julia Alvarez. New York: Knopf, 2002. 167 pages. ISBN 0-375-81544-9 (ages 11–16)
Twelve-year-old Anita de la Torre’s life changes suddenly when her cousins and friends must abruptly leave the country. What’s more, she learns the extent to which members of her own family, particularly her uncle and father, are involved as lead...
Behind the Mountains by Edwidge Danticat. New York: Orchard, 2002. 166 pages. ISBN 0-439- 37299-2 (ages 11–16)
Using eloquent language steeped in the language of proverb and the folklore of her native Haiti, Danticat paints a moving portrait of family as its members are caught in the physical, emotional and economic turbulence surrounding Haiti's transformati...
A Caribbean Counting Book complied by Faustin Charles. Illustrated by Roberta Arenson. Boston: Houghton Mifflin, 1996. 24 pages. ISBN 0-395-77944-8 (ages 5–9)
Told in the vernacular of the many countries of the Caribbean, this collection of counting rhymes is illustrated with simple, uncluttered collage images in bright colors. An attractive combination of sound and color, the book is childlike in its appe...
A Caribbean Dozen: Poems From 13 Caribbean Poets by John Agard and Grace Nichols. Illustrated by Cathie Felstead. Cambridge, MA: Candlewick Press, 1994 (first U.S. edition). 93 pages. ISBN 1- 56402-339-7 (poetry, ages 7–11)
Thirteen poets recount childhood experiences in poetry and prose. The voices of the contributors ring clear, and the first person statements convey much about growing up in the Caribbean.
A Caribbean Journey From A To Y: Read and Discover What Happened to the Z by Mario Picayo. Illustrated by Earleen Griswold. New York: Campanita, 2007. 64 pages. ISBN 978-0- 9725611-8-1 (ages 4–6)
Join us in this fun and educational journey through the Caribbean islands, one letter at a time. From Aruba to Trinidad and from Alligator to Yam, you will learn the names of many of the islands, plus fascinating facts about them. A Caribbean astrona...
Cendrillon: A Caribbean Cinderella Robert D. San Souci. Illustrated by Brian Pinkney. New York: Simon and Schuster, 1998. 40 pages. ISBN 0- 689-80668-X (ages 4–9)
Set in Martinique, this version of Cinderella is told from the fairy godmother’s point of view. As in the Perrault version, Cendrillon becomes the stepchild of a selfish woman whose only daughter was spoiled and demanding. Cendrillon in the end fin...
Clemente! by Willie Perdomo. Illustrated by Bryan Collier. Holt, 2010. 32 pages. ISBN 978- 0-8050-8224-1 (ages 5–9)
A young boy shares the same name as baseball legend Roberto Clemente due to his family’s deep respect for this man of integrity and skill. The boy recounts Clemente’s biography, paying tribute to his great talent, his tenacity to continue on desp...
The Cloud With the Silver Lining by C. Everard Palmer. UK: Macmillan Caribbean, Year. 160 pages. ISNB 978-0333444399 (ages 10–up)
Milton and Timmy grow up quickly when they have to keep their grandfather’s small farm going after he loses his leg. They tend to the goats, feed the hens, milk the cow, sell produce. Descriptive narrative with lush descriptions of the Jamaican cou...
The Color of My Words Lynn Joseph. Joanna Cotler/HarperCollins, 2000. 138 pages. ISBN 0-06- 028232-0 (ages 9–13)
Growing up in the Dominican Republic, twelve- year-old Ana Rosa understands the power of words because she herself is a writer. Her family supports her aspirations, even though some of their neighbors find them unrealistic. From her vantage point at ...
A Cow Called Boy by C. Everard Palmer. UK: Macmillan Caribbean, Year. 96 pages. ISNB 978- 0333444399 (ages 10 and up): http://www.macmillan-caribbean.com/book.aspx?id=624
It is the start of a new school year in Kendal, Jamaica, and Josh is determined not to be late. He sets off in good time … but so does his beloved bull-calf, Boy, who follows him everywhere like a dog. Boy’s visit to school is a disaster which ul...
Divali Rose by Vashanti Rahaman. Illustrated by Jamel Akib. Boyds Mills, 2008. 32 pages. ISBN 1- 590-78524-X (ages 6–9)
Set in Trinidad, this emotional story follows a young Indian boy, Ricki, as he prepares for Divali, the Hindu festival of lights. On his way to school, Ricki accidentally breaks a rose bud from the Divali rose bush that he and his grandfather have pl...
Doctor Bird: Three Lookin’ Up Tales From Jamaican Gerald Hausman and Ashley Wolff. New York: Philomel, 1998. 36 pages. ISBN 0-399-22744-X (all ages)
This folktale is based on the positive thinking of a hummingbird, the national bird of Jamaica. In this story Doctor Bird, as he is called, changes the lives of three animals: Mongoose, Mouse and Owl. Without using dialect, the author enhances the rh...
Down by the River: Afro-Caribbean Rhymes, Games and Songs for Children compiled by Grace Hallworth. Illustrated by Caroline Binch. New York: Scholastic, 1996. 32 pages. ISBN 0-590-69320-4 (ages 5– 9)
Storyteller Grace Hallworth offers this collection of rhymes, chants and lullabies, many remembered from her childhood growing up in Trinidad, and all showing traces of their African, French, English and American roots. Binch (illustrator of Amazing ...
Drummer Boy of John John by Mark Greenwood. Illustrated by Frané Lessac. Lee and Low, 2012. 31 pages. ISBN 9781600606526 (ages 5–9)
This book’s story is inspired by that of Winston “Spree” Simon, the creator of Trinidad and Tobago’s national instrument, the steel drum. Drums and other percussive instruments take center stage in young Winston’s quest to compete to have t...
Drum Dream Girl: How One Girl’s Courage Changed Music by Margarita Engle and illustrated by Rafael López. Houghton Mifflin Harcourt Books for Young Readers, 2015. ISBN: 978- 0544102293 (ages 6–11)
Engle and López weave word, color, and form to create a story that sambas and cha-chas and cumbias, blending rhythmic prose with lyric illustration to invite young readers to a dance of discovery. Students are swept away by a Chinese- African-Cuban ...
For the Life of Laetitia by Merle Hodge. New York: Farrar, Straus and Giroux, 1993. 214 pages. ISBN 0- 374-32447-6 (ages 12–up)
Set in the English-speaking Caribbean, 12-year old Laetitia is being raised by her grandmother. When she gains a place in the government secondary school, she moves to town with her father and encounters pressures that call for a new maturity. Rural ...
Fruits: A Caribbean Counting Poem by Valerie Bloom. Illustrated by David Axtell. New York: Henry Holt, 1997. 28 pages. ISBN 0-8050- 5171-6 (ages 5–9)
An outstanding alphabet book where language and illustrations form an enchanting rhythmic whole. While two sisters count fruits, from pawpaw to naseberry, the Caribbean environment comes to life in these pages. The verse for each fruit rhymes, entici...
Growing Up Pedro: How the Martinez Brothers Made it From the Dominican Republic All the Way to the Major Leagues by Matt Tavares. Candlewick Press, 2015. 40 pages. ISBN: 978- 0763668242 (ages 7–10)
While there have been many Dominican baseball players in the major leagues, none have kindled the deep enthusiasm and allegiance in so many fans as pitcher Pedro Martinez. Author and illustrated Matt Tavares celebrates this larger-than-life baseball ...
How Tia Lola Learned to Teach by Julia Alvarez. Knopf, 2010. 135 pages. ISBN 978-0-375-86460- 5 (ages 14–up)
This is the second book in the series on Tía Lola. This book follows Lola, who is from the Dominican Republic, as she becomes an integral part of a school’s community as temporary Spanish teacher. Important issues faced by many communities and fam...
Island Counting 123 by Frane Lessac. London: Walker Books Ltd, 2005, 32 pages. ISBN 978- 1844282463 (picture book, ages 4–7)
Take a trip to the Caribbean, where one little island offers many exotic items to count! Here the three hilltop houses are painted in tropical hues, the five market ladies wear shady hats, the nine limbo dancers sway on a sunny beach, and the ten wil...
Island Treasures: Growing Up in Cuba written by Alma Flor Ada and illustrated by Antonio Martorell and Edel Rodriguez. Atheneum Books for Young Readers, 2015. ISBN: 978-1481429009 (ages 9–12)
This gem of a book includes Ada’s family stories of growing up in Cuba, illustrated with a wide variety of family pictures. Each story is distinctive for its beautiful writing and its lessons on topics such as respect for others and the goodness of...
La Cucaracha Martina: A Caribbean Folktale/La Cucaracha Martina: Un Cuento Folklorico Del Caribe retold and illustrated by Daniel Moretón. New York: Turtle, 1997. 32 pages. ISBN 1-890515-03-5 (English edition) 1- 890515-04-3 (Spanish edition) (ages ...
Moretón’s version of this traditional Caribbean folktale about “La Cucaracha Martina, who didn’t care much for life in the big city” is freshly retold and cleverly illustrated. The noise of the big city is what Martina liked the least so on ...
The Mermaid’s Twin Sister: More Stories From Trinidad by Lynn Joseph. Illustrated by Donna Perrone. New York: Clarion Books, 1994. 63 pages. ISBN 0-395-64365-1 (ages 5–12)
Tantie is the matriarchal griot (storyteller) who keeps the family history vibrantly alive by telling the children stories of the old times. Tantie passed on her bamboo beads to Amber, her niece, and is showing her how to find stories anywhere. This ...
My Name Is Celia/Me Llamo Celia by Monica Brown. Illustrated by Rafael López. Flagstaff: Luna Rising, 2004. 32 pages. ISBN 0-87358-872-X (ages 5–9)
Honoring the unique rhythms of Celia Cruz music, My Name is Celia pays tribute to the life and music of the famous Cuban singer. In combination with vivid illustrations this book is an exceptional picture book that will keep the memory of la reina de...
My Two Worlds by Ginger Gordon. Photographs by Martha Cooper. New York: Clarion Books, 1993. ISBN 0-395-58704-2 (ages 7–10)
Eight-year old Kirsey Rodriguez calls two places home: New York City and Puerto Plata, Dominican Republic. She has the opportunity to travel back and forth regularly, visiting friends and extended family on the island. Happy not to choose one place o...
Not a Copper Penny in Me House: Poems From the Caribbean by Monica Gunning. Illustrated by Frane Lessac. Honesdale, PA: Boyds Mill Press, 1993. 32 pages. ISBN 1-56397-050-3 (picture book, ages 5–9)
This collection of poetry portraying one child's life in the Caribbean offers plentiful cultural capsules: carrying Sunday shoes to church, buying on credit at the local store, roadside sellers, etc. The focus is on festivals and daily life, includin...
Serafina’s Promise by Ann E. Burg. Scholastic Press, 2013. 304 pages. ISBN 978-0-54553564-9 (ages 10– 14)
The promise in the title can be read on several levels. Serafina, an 11-year-old Haitian girl, has plenty of it. She is strong-willed, focused, determined and intelligent. She has also promised her grandfather, an auto didact killed by the Tonton Mac...
The Song of El Coqui and Other Tales of Puerto Rico by Nicholasa Mohr and Antonio Martorell. New York: Viking, 1995. 41 pages. ISBN 0-670- 85837-4 (picture book, ages 5–9)
This collection of three folktales reflects the diverse heritage of Spanish, African and indigenous influences within Puerto Rican culture. Just as the introduction describes, the book presents Puerto Rico as a tapestry, both narratively and visually...
The Surrender Tree by Margarita Engle and Alexis Romay. Square Fish, 2010. 384 pages. ISBN 0-312-60871-3 (ages 12–18)
It is 1896. Cuba has fought three wars for independence and still is not free. People have been rounded up in reconcentration camps with too little food and too much illness. Rosa is a nurse, but she dares not go to the camps. So she turns hidden cav...
Stir it Up by Ramin Ganeshram. New York: Scholastic, Year. 176 pages. ISBN 9780545394550 (ages 10–up)
Thirteen-year-old Anjali, a Trinidadian- American, has a passion for food and dreams of becoming a chef one day. Anjali’s family thinks cooking is beneath her so she keeps her desire to compete on a cooking reality show a secret from everyone by he...
Toussaint L'ouverture: The Fight for Haiti’s Freedom by Walter Dean Myers. Paintings by Jacob Lawrence. New York: Simon and Schuster, 1996. 36 pages. ISBN 0-689- 80126-2 (ages 11–14)
A collection of paintings first exhibited at the 1940 Chicago Negro Exhibition chronicle the liberation of Haiti in 1804. A well-written narrative tells of the emotional journey of those who were enslaved and their desperate fight for freedom.
Note: The books by Palmer are older, but have been revived and supplementary comprehension activities have been added.
APPENDIX B: SELECTED LIST OF BOOK AWARDS UNDER THE THEME OF DIVERSITY
The list of awards below was originally published in Children and Libraries (Vol. 13, no. 3/ Fall 2015). The issue's theme was diversity. The list contains a sampling of book awards and recommended reading lists that highlight high-quality literature...
American Library Association (ALA)
Alex Award
ALA, YALSA Focus: ten books written for adults that have special appeal to young adults (ages 12–18).
Amelia Bloomer Book List
ALA, Feminist Task Force of the Social Responsibilities Round Table
Focus: books with significant feminist content.
Award for Excellence in Nonfiction for Young Adults ALA, YALSA Focus: the best nonfiction book published for young adults (ages 12–18).
Best Fiction for Young Adults ALA, YALSA Focus: recommended reading for ages 12–18.
Coretta Scott King Book Awards
ALA, Ethnic & Multicultural Information Exchange Round Table
Focus: books that demonstrate an appreciation of African American culture and universal human values.
Michael L. Printz Award
ALA, YALSA Focus: a book that exemplifies literary excellence in young adult literature.
Rainbow Book List
ALA, Gay, Lesbian, Bisexual, and Transgender Round Table
Focus: books with significant and authentic GLBTQ content.
Pura Belpré Book Award
ALA
Focus: Latinos and Spanish-speaking cultural experiences
Schneider Family Book Award
ALA
Focus: books that embody an artistic expression of the disability experience.
Stonewall Book Awards
ALA, Gay, Lesbian, Bisexual, and Transgender Round Table
Focus: books relating to the GLBT experience.
ALA Affiliates
Affiliate organizations of the American Library Association are groups having a purpose or interests similar to those of the Association. Affiliate status requires a formal application process, ALA Executive Board review and recommendation, and ALA C...
ALA Affiliates are independent organizations, not official units of ALA. As such, the awards administered by ALA Affiliate groups are not included in ALA’s Youth Media Award announcements at the annual ALA Midwinter Meeting.
American Indian Youth Literature Award
American Indian Library Association
Focus: writing and illustrations by and about American Indians.
Asian/Pacific American Award for Literature
Asian/Pacific American Librarians Association
Focus: books about Asian/Pacific Americans and their heritage.
Sydney Taylor Book Award
Association of Jewish Libraries
Focus: books that authentically portray the Jewish experience.
Other Organizations
Jane Addams Children's Book Awards Jane Addams Peace Association Focus: books that effectively promote the cause of peace, social justice, world community, and equality.
Américas Award
Consortium of Latin American Studies Programs
Focus: books that authentically and engagingly portray Latin America, the Caribbean, or Latinos in the United States.
Arab American Book Award
Arab American National Museum
Focus: books written by and about Arab Americans.
The Christopher Awards
The Christophers
Focus: media that affirm the highest values of the human spirit.
Dolly Gray Children’s Literature Award
Council for Exceptional Children
Focus: books that appropriately portray individuals with developmental disabilities.
Ezra Jack Keats Book Award
Ezra Jack Keats Foundation
Focus: books that portray universal qualities of childhood, strong and supportive family, and multiculturalism.
Walter Dean Myers Award
We Need Diverse Books
Focus: books that best exemplify Myers’ commitment to providing children with powerful mirrors and windows.
National Jewish Book Award
Jewish Book Council
Focus: books of Jewish interest.
Notable Books for a Global Society
International Reading Association
Focus: books that enhance understanding of individuals and cultures throughout the world.
Once Upon a World Children’s Book Award
Museum of Tolerance
Focus: books that deal with issues of tolerance, diversity, and social justice.
Tomas Rivera Mexican American Children’s Book Award
Texas State University
Focus: literature that depicts the Mexican American experience.
Skipping Stones Honor Awards
Skipping Stones Magazine
Focus: multicultural and nature books.
Carter G. Woodson Book Awards
National Council for the Social Studies
Focus: social studies-related books that depict ethnicity and race relations sensitively and accurately.
Burt Award for Caribbean Literature
http://www.bocaslitfest.com/awards/
Launched in 2013, CODE’s Burt Award for Caribbean Literature is an annual Award that will be given to three English-language literary works for young adults (aged 12–18) written by Caribbean authors. Established by CODE—a Canadian charitable or...
Teaching for Change http://www.teachingforchange.org/books/multicultural-childrens-books
Teaching for Change is a nonprofit organization founded in 1989 and based in Washington, DC, with the motto of “building social justice, starting in the classroom.” This organization uses publications, professional development, and parent organiz...
Figure 9.1. Cooperative learning and tenets consistent with culturally sustaining/responsive pedagogy.
CHAPTER 9
Cooperative Learning as Critical Culturally Sustaining/Responsive Pedagogy
H. J. BESSETTE and J. CARTER HICKS
Harriet J. Bessette and Joya Carter Hicks
It is well documented that pedagogical and ideological differences exist among educators who are tasked with ensuring that all learners, including those from nondominant cultures, have equal opportunity to benefit from effective teaching practices (D...
When establishing learning environments, teachers should build mutually respectful relationships with students and engage them in setting the classroom climate (e.g., rules and routines); be respectful; and value ethnic, cultural, contextual, and lin...
CULTURALLY SUSTAINING/RESPONSIVE PEDAGOGY
Culturally responsive practices are defined as “specific educational practices, instructional strategies, team processes, and curricula content which have been established by research to increase the achievement of culturally diverse students” (A...
CHARACTERISTICS OF COOPERATIVE LEARNING AS CRITICAL CULTURAL SUSTAINING/RESPONSIVE PEDAGOGY
Aceves and Orosco (2014) draw a strong connection between the characteristics of cooperative learning and critical cultural sustaining/responsive pedagogy, beginning with “collaborative teaching” as an umbrella term for instructional methods, suc...
assist students in understanding concepts, deriving the main ideas, asking and answering questions, and relating what they are learning to their own cultural backgrounds. When students did not have the background knowledge to understand concepts and ...
CRITICAL ENGAGEMENT WITH HIGHLY COMPLEX MATERIAL
Critical engagement prepares learners to make complex material their own and to draw meaning from this material that they alone construct. Critical engagement is needed for learners to develop metacognitive awareness—an understanding of how they le...
IMPROVED PROBLEM-SOLVING AND CONFLICT MANAGEMENT SKILLS
If critical engagement with complex material promotes constructivism, then constructivist teaching can promote critical thinking, problem solving, collaboration, and recognition of multiple perspectives among students. The cooperative learning techni...
Improved Intercultural Understanding and Acknowledgment of Individual Differences
Students develop intercultural understanding when they learn to acknowledge and value their own cultures, languages, and beliefs, and those of others. They come to understand how personal, group, and national identities are shaped and the variable an...
IMPROVED ACADEMIC ACHIEVEMENT, DEEPER LEARNING, AND AUTHENTIC LEARNER-TO-LEARNER INTERACTION
When students achieve deep learning, we know that they possess an authentic understanding of material and are able to utilize their understanding over time and not just episodically. Vygotsky’s (1978) theory of the zone of proximal development (ZPD...
INCREASED STUDENT RESPONSIBILITY FOR DIFFERENTIATED, REAL-WORLD LEARNING AND MORE OPPORTUNITY FOR FEEDBACK
The “Socratic Seminar” strategy in cooperative learning pulls together the tenets of culturally relevant pedagogy (Ladson-Billings, 2009) and culturally sustaining pedagogy (Paris & Alim, 2014) using discourse as a medium. In this method, teacher...
DISCUSSION
This chapter has been framed around conceptual constructs such as culturally responsive pedagogy (Ladson-Billings, 2009) and culturally sustaining pedagogy (Paris & Alim, 2014). The authors chose the theories espoused by Freire (1968) and Vygotsky (1...
Power and Privilege
If our central task as educators is to gain sociocultural consciousness by educating learners equitably, then we have a moral and ethical responsibility to ensure that all learners have access to excellent pedagogies. One thing that every educator mu...
IMPLICATIONS FOR PRACTICE
Teachers who effectively implement cooperative learning practices create safe and supportive inclusive environments within which all students feel that they are able to be themselves and value the authenticity of learning perspectives of others. As s...
CONCLUSION
Our culture continues to value an epistemology that privileges students from primarily White, middle-class backgrounds who have been able to benefit from the advantages afforded them due to membership in the majority culture. This is reason for us to...
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Table 10.1. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influences
RDCA Factor
Suggestions for Instruction
• Rate and amount of learning compared to age peers refers to the length of time taken to learn a given amount of material in relationship to other members of a similar age group.
• Speed of learning related to specific content involves consideration of a student's strengths and weaknesses in particular learning tasks such as verbal comprehension (e.g., reading and listening), perceptual organization (e.g., puzzles, geometry...
• Visual sequential memory involves the ability to process or recall a series of visual stimuli (e.g., saying digits 0-9 in a counting order).
• Auditory sequential memory involves the ability to process or recall a series of auditory events in order (e.g., repeat telephone number, retell a story, name the days of the week in order).
• Ability to form rules (phonological, morphological, syntactical, semantic) involves interpretation and expression of combinations of sounds inflectional endings, word order, and word meaning.
• Point out the difference between counting objects versus counting on a number line.
• Counting a series of objects in a set leads to obtaining the cardinality of the set of objects. However, this does not correspond to counting on a number line (or a clock face, which is really a circular number line).
• When counting objects, the objects are enumerated, not the spaces between them.
• But on a number line or a clock face, the spaces between-represented by jumps or moves-are counted rather than the dots or the minute marks. This discrepancy may be involved in delayed counting.
CHAPTER 10
Generic Influences on Learning, Dyscalculia, and Creativity
F. REISMAN
Fredricka Reisman
Mathematics instruction for students with special educational needs is part of an ongoing role for regular classroom teachers who have students with special learning needs such as dyscalculia, and for resource teachers who previously have been prepar...
What are Generic Influences on Learning
Generic factors are those conditions that may either enhance or inhibit learning. They are general influences that affect how humans learn, and therefore they must be considered in order to differentiate instruction to accommodate learning needs.
WHAT IS DYSCALCULIA?
Dyscalculia is a specific learning disability in mathematics. It was originally defined by the Czechoslovakian researcher Kosc (1974), as a difficulty learning mathematics resulting from an impairment to particular parts of the brain involved in math...
What Are the Symptoms of Dyscalculia?
WHAT IS CREATIVITY?
Creative thinking and the factors that comprise creativity are considered in the category of cognitive generic influences on learning. Creativity is much more than artistic ability; it is a discipline with centuries of study. The latest definition in...
Table 10.9. RDCA Factors and Definitions
Factor
Definition
• Originality
• Presents unique and novel ideas; creates the unusual
• Fluency
• Generates many ideas
• Flexibility
• Generates many categories of ideas
• Elaboration
• Adds detail (verbal or figural)
• Tolerance of ambiguity
• Comfortable with the unknown
• Resistance to premature closure
• Keeps an open mind
• Convergent thinking
• Analyzes, evaluates, comes to closure
• Divergent thinking
• Generates many solutions (related to fluency)
• Risk-taking
• Venturesome, daring, exploratory
• Intrinsic motivation
• Satisfied by inner joy of doing something
• Extrinsic motivation
• Needs reward or reinforcement
Table 10.10. Creativity Theorist
Creativity Theorist
Their Ideas
1. Preparation—focuses on the problem and explores the problem’s dimensions
2. Incubation—subconscious mulling of the problem
3. Intimation—inkling that a solution is on its way
4. Illumination—discovery; “Eureka!”
5. Verification—focus on practicality, effectiveness, appropriateness
WHAT IS CREATIVE THINKING?
Often creative thinking is equated with brainstorming and divergent thinking; however, as shown in Figure 10.1, convergent thinking is also involved. Guilford (1967) drew a distinction between convergent and divergent thinking. Convergent thinking in...
Table 10.11. Creativity Theorists (Continued)
Creativity Theorist
Their Ideas
Table 10.12. Creativity Theorists (Continued)
Creativity Theorist
Their Ideas
• Mini c—transformative learning involving personally meaningful interpretations of experiences, actions and insights
• Little c—everyday problem solving and creative expression
• Pro C—exhibited by people who are professionally or vocationally creative though not necessarily eminent
• Big C—creativity considered great in the given field
Source: With permission from Tanner and Reisman (2014, p. 98).
Figure 10.1. Creative thinking process.
PSYCHOLOGICAL NATURE OF THE K–12 MATHEMATICS CURRICULUM
Delineated here are six cognitive levels for categorizing mathematics content: arbitrary associations, lower level relations, lower level generalizations, concepts, higher level relations, and higher level generalizations. Arbitrary associations invo...
• ls the student impulsive or well-organized? Does he or she skip around in an uneconomical manner, using trial and error, or does the child use wellplanned strategies for solving problems?
• Does the student become discouraged quickly and give up on a task, or does he show persistence/grit in working toward task completion? Does he need encouragement to continue, or is he independent and self-sufficient?
• Does the student modify his or her pace while performing a lengthy task? Does he continue at one rate throughout, or does he alter his performance as need arises? An appropriate increase in speed, especially during a timed task, implies ability t...
• Observe whether the child can correctly solve a problem in an untimed situation that previously was missed due to time constraints.
• Willingness to take risks is also an important part of successful problem solving, reflected in an ability to notice risk aspects of a situation and weigh them against alternative consequences. The resulting decision may either enhance or inhibit...
TOOLS AND TECHNIQUES FOR APPLYING CREATIVITY TO LEARNERS WITH DYSCALCULIA
Learners with dyscalculia are found to have creative strengths that can help them circumvent their difficulties with math learning. Once teachers become aware of their own as well as their students’ creativity, they can provide instruction that inc...
The Six Thinking Hats
Table 10.13. Six Thinking Hats
Hat Color
Role/Function
Lateral Thinking
Figure 10.2. Comparing analytical and lateral thinking.
1. Alternatives. This technique involves generating new concepts (general theories or ways of doing things) that lead to a whole new way for generating more ideas.
2. Focus. This technique changes focus that others have not pursued that often leads to novel ideas.
3. Challenge. The challenge technique involves breaking barriers of known procedures.
4. Random Entry. This involves finding connections between seemingly unrelated things, using a randomly chosen word, picture, sound, or other stimulus to jar conventional thinking.
5. Provocation. Provocation involves generating a list of innovative ideas that trigger additional creative ideas.
6. Harvesting. Harvesting techniques involve selecting practical and valuable ideas that can be transformed into actions.
7. Treatment of Ideas. Treatment of ideas involves shaping or restructuring an idea to fit within possible constraints.
Torrance Activities (1974)
• unusual uses tasks whereby the participant is asked to generate unusual uses of an object such as a brick, tin can, or book. Mathematics related objects such as a slide ruler, Venn diagram, protractor, and so on may be used;
• impossibilities task asks the participants to list as many impossibilities or improbable situations as they can;
• consequences task involves predicting possible outcomes of a situation (e.g., forecasting financial options for a company, possible results of modifying job descriptions, think of many solutions to a situation (e.g., avoid negative impact on a co...
• improvement task involves giving a list of common objects and participants are asked to suggest as many ways as they can to improve each object without regard to whether or not their suggestions are possible.
SCAMPER
CATWOE
• Customers (Who is on the receiving end? What problem do they have now? How will they react to what you are proposing?);
• Actors (Who are the actors who will carry out your solution? What is the impact on them? How might they react?);
• Transformation process (What is the process for transforming inputs into outputs?);
• Worldview (What is the bigger picture into which the situation fits? What is the real problem you are working on? What is the wider impact of any solution?);
• Owner (Who is the real owner or owners of the process or situation you are changing? Can they help you or stop you? What would cause them to get in your way? What would lead them to help you?); and
• Environmental constraints (What are the broader constraints that act on the situation and your ideas? What are the ethical limits, the laws, financial constraints, limited resources, regulations, and so on? How might these constrain your solution...
NUF Test
Table 10.14. NUF Test
Criteria
Rating
Assessment
Note: Created by Reisman to address her office door problem.
Brainstorming
HOW CAN I HELP A STUDENT WITH DYSCALCULIA?
Diagnostic teaching (Tanner & Reisman, 2014, p. 10) is a creative problem-solving instructional/learning model that is framed upon generic or core influences on learning, in-depth content knowledge, and pedagogy knowledge. Creativity theories and how...
• Become familiar with the symptoms of dyscalculia.
• Identify what the student does know in regard to the relevant mathematics curriculum via various assessments including one to one interview, paper pencil assessments, performance on concrete tasks, observation of creative ways he or she solves pr...
• Be cognizant of the student’s social and emotional generic influences to diagnose math anxiety or lack of self-efficacy (believes that he or she can do the problem).
• Offer instruction on use of a calculator and discuss advantages of their use with the student (e.g., allows focus on the problem while avoiding computation errors, inputting addition, subtraction, multiplication, and division facts can serve as p...
• Encourage group problem solving where students explain their thinking. This allows for elaboration as well as modeling of various approaches to the same problem.
References
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Torrance, E. P. (1974). Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service.
Torrance, E. P., & Reisman, F. K. (2000a). Learning to solve mathematics word problems creatively. Bensenville, IL: Scholastic Testing Service.
Torrance, E. P., & Reisman, F. K. (2000b). Learning to use place value creatively. Bensenville, IL: Scholastic Testing Service.
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Table 10.2. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influences
RDCA Factor
Suggestions for Instruction
• Ability to learn symbol systems and arbitrary associations refers to communication of thoughts through a conventional system of signs or symbols that simultaneously are understood by the sender and the receiver.
• Size of vocabulary compared to peers refers to the number of words a student understands and uses as well as the number of different meanings and nuances for a given word.
• Fluency
• Convergent thinking
• Ability to attend to salient aspects of a situation refers to the ability to notice the important and most relevant aspect(s) or attribute(s) of a situation and simultaneously disregard extraneous cues; the ability to attend to detail and to diff...
• Originality
• Divergent thinking
• Elaboration
Table 10.3. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influences
RDCA Factor
Suggestion for Instruction
• Difficulty understanding place value
• Intrinsic motivation
• Flexibility
Table 10.4. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influences
RDCA Factor
Suggestion for Instruction
• Avoid premature closure
• Flexibility
• Gather from students many approaches to solving a problem to avoid idea that there is one right way.
• Encourage mental math so students build upon their knowledge about number relationships and are forced to think more flexibly and consider alternate ways to
Table 10.5. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influences
RDCA Factor
Suggestion for Instruction
Table 10.6. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influences
RDCA Factor
Suggestion for Instruction
• Need for repetition refers to the amount of practice necessary for mastery.
• Visual discrimination refers to the ability to perceive the difference between two similar visual symbols (e.g., + and X, 6 and 9. 3 and E). Visual field dependence/field independence refers to the ability to separate figure from the background, ...
• Auditory form constancy is the ability to recognize sounds spoken by different people or presented in different environments (e.g., recognizing the sound of a train on a recording, understanding language when spoken with a dialect different from ...
• Auditory-sequential memory involves the ability to process or recall a series of auditory events in order (e.g., repeat telephone number, retell a story, name the days of the week in order).
Table 10.7. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influences
RDCA Factor
Suggestion for Instruction
Table 10.8. Pedagogical Problem-Solving Heuristic for Those With Dyscalculia
Dyscalculia Symptoms
Generic Learning Influence
RDCA Factor
Suggestion for Instruction
CHAPTER 11
When the Humming Hurts
S. D. SCALES and D. J. CONRAD
Sheryl D. Scales and Deborah J. Conrad
Educational equity and the goal to enhance access and participation of all students continue to be of paramount importance in eliminating exclusionary practices in education. Gorski and Swalwell (2015) argue that curriculum frameworks that considers ...
The Dilemma
Lessons From the Literature
THE CRUX OF OUR CONCERN AND OUR RESPONSES
If we continue to make black children nonpersons by excluding them from books and by degrading the black experience, and if we continue to neglect white children by not exposing them to any aspect of other racial or ethnic experiences in a meaningful...
Deborah and I understand how self-conscious our students are when dialoguing about matters of race, difference, and diversity. Yet we recognize how important it is to involve them in such sensitive discourses. Furthermore, we believe it is our respon...
A SAMPLING OF THE LITERATURE
Emi in The Bracelet (Uchida, 1993); Gloriana (a.k.a. Glory) in Glory Be (Scattergood, 2012); and Delphine in One Crazy Summer (Williams-Garcia, 2010) are fictional characters who live in racially charged periods in American history. The Bracelet, a p...
INSTRUCTIONAL APPROACHES
The teaching of global and multicultural literature calls for innovative instructional approaches that support a variety of strategies, including discussion and group work as part of reading and learning. The constructivist framework is a philosophic...
1. Identify the prevailing cultural norms in the story and discuss how these norms affect individual’s/character’s attitudes and behaviors and the setting. Particularly, be aware of how the norms influence the choices the individuals/characters make
2. How do the characters and individuals work against and/or respond to the prevailing social, political, and cultural norms in this story?
3. Connect the literary work to the time period in which the author wrote. How might the time in which the author wrote influence the author’s storytelling?
4. What do you believe is the author’s central or guiding message? Use textual evidence to support your conclusion.
5. What do you believe is the author’s purpose for writing this story? What makes you think so?
GROWING PANGS: THE HUMMING IN OUR PRACTICE
While we celebrate our teacher candidates’ abilities to engage in unearthing cultural insensitivities, the need to be critical, conscientious, and inclusive about issues of diversity is urgent. We are at a time when in-service and preservice teache...
Creative Lessons But Flatlined Goals
Overcoming Time Constraints and Watching the Clock
Self-Preservation as Protective Action
Not only are [faculty of color] bringing out students’ emotionally charged beliefs and feelings, but the very subject of discussion is the students’ negative reactions to people, real or imagined, who look very much like the instructor standing b...
CARIBBEAN CONNECTIONS AND IMPLICATIONS FOR PRACTICE
As we reflected on our practices, Deborah and I discussed the relevance of our pedagogical experiences and their implications to Caribbean teachers and teacher educators. We compared the region’s past to that of the U.S. context in which we current...
One of the significant rewards was that the process put teachers in the position where they had to confront another aspect of their students’ lives that, hitherto, may have gone un-noticed…. A necessary first step in providing an appropriate cult...
SUMMARY
As teacher educators of color, we share global literature and multicultural stories with our students because we are aware that embedded in these stories are the social, historical, political, cultural elements of life that embody humanity. We have t...
CONCLUSION
The goal to achieve cultural competence and sensitivity is possible through rethinking areas of one’s pedagogical practices. Our reflections have reminded us of the importance in understanding the humming in our practice that can limit our progress...
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Short, K. G. (2012). Story as world making. Language Arts, 90(1), 9–17.
Stone, T. L. (2013). Courage has no color, the true story of the Triple Nickles: America’s first Black paratroopers. Somerset, MA: Candlewick Press.
Seunarinesingh, K. (2010). Primary teachers’ explorations of authentic texts in Trinidad and Tobago. Journal of Language and Literacy Education [Online], 6(1), 40–57. Retrieved from http://www.coa.uga.edu/jolle/2010_1/explorations.pdf
Stormont, M., & Green, A. L. (2017). Introduction to the Special Issue: establishing more equitable systems in schools. Intervention in School and Clinic 1–3. Hammill Institute on Disabilities. doi:10.17.7/105345121702111
Thorpe, H. (2009). Just like us: The true story of four Mexican girls coming of age in America. New York, NY: Scribner.
Uchida, Y. (1993). The bracelet. London, England: Puffin Books.
Williams-Garcia, R. (2010). One crazy summer. New York, NY: HarperCollins.
Yokota, J., & Kolar, J. (2008). Advocating for peace and social justice through children’s literature. Social Studies and the Young Learner, 20(3), 22–26.
PART III
TEACHER AND STUDENTS’ RESPONSES TO DIVERSITY
CHAPTER 12
Culturally Relevant Teacher Self-Efficacy Among Preservice and In-service Teachers In St. Lucia
T. ESNARD and C. DESCARTES
Talia Esnard and Christine Descartes
While many recognize the role of Kwéyòl in the cultural development of St. Lucia (Anthony & Louisy, 1983; Carrington, 1984; Lubin & Serieux- Lubin, 2011; Simmons-McDonald, 1996, 2010), others also acknowledge the relative absence of Kwéyòl in our...
1. What are the levels of culturally responsive teacher self-efficacy (CRTSE) among prospective teachers in St. Lucia?
2. How do reported levels of CRTSE vary by status, age, and sex?
3. What are the key challenges building culturally responsive teacher self-efficacy (CRTSE) for prospective teachers in St. Lucia?
Teacher Training in St. Lucia
Culturally Responsive Teaching
using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them … it [is one that] teaches to and through strengths of t...
Research Design
Sample
Measures
Data Analyses
RESULTS
Descriptive Statistics
Table 12.1. Descriptive Characteristics of the Use of Kwéyòl in Teaching
Characteristic
N
Percentage (%)
Analysis of Means
Correlational Analyses
Table 12.3. Kendall’s Tau Correlation Analysis for Independent Factors and Self-Efficacy
Independent Factors
Easy Tasks— General Teaching Self-Efficacy
Difficult Tasks— Culturally Specific Teaching Self-Efficacy
Overall Teaching Self-Efficacy
Note: p < .05; p < .01.
DISCUSSION
The study examined the extent to which in-service and preservice teachers were confident in their ability to engage in culturally responsive teaching. The study also explored the extent to which these reported levels of culturally responsive teaching...
LIMITATIONS
While there are several implications of the aforementioned findings, there are three limitations that warrant some caution in its interpretation. First, the study utilized a small group of second-year students enrolled in a teacher training certifica...
CONCLUSION
Given that educational systems in the broader Caribbean have failed to eliminate colonial vestiges from our system (OECS, 2005), there is an ever-present need to rethink the vision and mission of teacher education in St. Lucia. As part of this rethin...
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Walrond, J. (2007). Steelpan, Caribbean identity and culturally relevant adult programs. Journal of Contemporary Issues in Education, 2(2), 22–39.
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Table 12.2. Correlations Among Variables
Variables
Specialization
In- or Preservice
Prior Teaching Experience
Level of Education
Age
Teach Native Language
Kwéyòl Clash
Admin Support
Kwéyòl as an Enhancer
Note: *p < .05; p < .01.
CHAPTER 13
Learning From Our Stories
K. PUZIO, S. N. NEWCOMER, and K. L. PRATT
Kelly Puzio, Sarah N. Newcomer, and Kristen L. Pratt
Today’s schools are becoming increasingly culturally and linguistically diverse. By 2024, 29% of all students will identify as Latinx, 6% as Asian/ Pacific Islander, and 15% as African American. Today, 9.2% are classified as English learners (Natio...
THE LITERATURE ON CULTURALLY SUSTAINING PEDAGOGY
The concept of culturally sustaining instruction is complex. In part, this is because educators have radically different visions of high-quality instruction. Likewise, language and culture are elusive concepts because they are both stable and dynamic...
THEORETICAL PERSPECTIVE
According to Wenger (1998), a community of practice is a collection of people who engage on an ongoing basis in some common endeavor or shared interest, such as a bowling team, a book club, or a church congregation (Cochran-Smith & Lytle, 2002). From...
RESEARCHING TEACHERS’ EXPERIENCES OF CULTURALLY SUSTAINING PEDAGOGY
In order to understand teachers’ experiences with trying to enact culturally sustaining pedagogy, we utilized a narrative inquiry approach. Narrative inquiry is a research method that focuses on how stories help us make sense of experience. Clandin...
Table 13.1. Teacher Participants
Name
Background
Teaching
K–12 Teaching
Education
NARRATIVES OF TEACHING
Kate, South Central Alaska
Kristen, Arizona
Michelle, Kennewick, Washington
Sarah, Phoenix, Arizona
Samantha, Pacific Northwest
ANALYSIS OF NARRATIVES
While these narratives communicate many things, we would like to emphasize some commonalities. First, these narratives reflect various myths and misconceptions about the practice of culturally sustaining pedagogy within a given community of practice....
DISCUSSION
Because of the cultural disconnect between teachers and their students, culturally sustaining pedagogy is likely to involve many mistakes. Yet, in these creative failures, we see teachers honestly and deliberately trying to care for and support their...
NOTE
REFERENCES
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CHAPTER 14
Exploring the Potential Benefits of Coteaching for Learner Diversity and Learning Difficulties
L. LAMONDIE-GRENVILLE and L. M. PHILIP
Lisa Lamondie-Grenville and Lisa M. Philip
“Personal memory is a marvelous and unique source of information for auto ethnographers” (Chang, 2008, p. 55). Drawing on the works of lived experience researchers such as Moustakas (1994) and van Manen (1990), this study serves as a starting poi...
LITERATURE REVIEW
U.S. Perspective
The No Child Left Behind Act (2001) requires that all students have access to the general education curriculum and teachers who are highly qualified. Coteaching models emerged as a vehicle to support students with disabilities in the general educatio...
Trinidad and Tobago Perspective
Pedagogical Implications
INTRODUCING THE CORESEARCHERS: LISA L-G and LISA P
Throughout this chapter, our collaborative voices as experienced educators illustrate our lived experiences and what we have learned about coteaching through self-narratives, reflections, and collage inquiry. Based on our experiences, we further conv...
Lisa P: I am an elementary school teacher from Trinidad and Tobago who recently started her doctoral studies in Canada. I have served as an adult literacy instructor and teacher in two elementary schools in Trinidad. For me, collaboration is the oppo...
Lisa L-G: I am a recently appointed university instructor in northern New York and a doctoral student. I have had multiple levels of administrative experience and I have also served as a regional professional development specialist in Northern New Yo...
METHODOLOGY
Using collaborative autoethnography and collage inquiry, Lisa P and Lisa L-G share reflections from lived experiences about the possibilities and challenges of coteaching. This approach to research describes and systematically analyzes one’s “sel...
Purpose
Data Collection
Analysis
Trustworthiness
Integrated Coteaching—The New York State Context
Coteaching—The Trinidad and Tobago (TTO) Context
FINDINGS
To share the findings and the themes that emerged, we have combined our narratives and collage reflections to examine our thoughts and experiences across the themes of idealism, traditional versus progressive practices, and transformative professiona...
Coteaching as Idealism
Figure 14.1. Collage representation Lisa P (left) and Lisa L-G (right).
Lisa P. Coteaching in Trinidad and Tobago is only done at an informal level. There is no set rule that mandates coteaching. As an adult literacy instructor, I had the opportunity to work collaboratively, including coteaching. This is evidenced when a...
In my collage, I represent coteaching as a cascading waterfall. At the top are two teachers using optimal learning experiences for their charges. These included using peer groups, seating arrangements, using different sources of material, having mani...
Lisa L-G. Most of my coteaching experiences are identified as consultant teaching or integrated coteaching (ICT) since what is typically considered as ICT is only optional in New York State; consultant teaching is not. I refer to my coteaching experi...
A successful coteaching model requires that district and school supervisors, including SET and GET and other stakeholders, understand their specific roles in effectively addressing student learning differences. Focusing on the duties and responsibili...
Although six models were identified in the review of literature by Friend and Bursuck (2009), I found team teaching and one teach, one observe to be the models that best met my students’ needs. Team teaching in the form of tag team instruction, wit...
The bottom right corner of my collage shows the end result of collaboration—graduation and student success. My narrative captures this essential element of coteaching during my interviews with both the GET and SET. In fact, the SET emphasizes that ...
Traditional Versus Progressive Practices
On one hand, inclusion opponents suggest that special education will become diluted and no longer “special.” They contend that general education is unprepared to meet the unique needs of students with disabilities and that inclusion is primarily ...
Lisa P. In my collage, there are two cannons facing the waterfall (coteaching). These represent the sources of resistance that teachers face who are currently willing to work collaboratively. The cannons might represent administrators as well as fell...
In a 2013 article in the country’s newspaper, the headline read “Team Teaching: New Recipe for Success.” It noted that the teaching profession had few examples of successful teamwork while teaching and therefore there was very little collaborat...
The Trinidad National Advisory Committee in Education (2004) stressed the need for interactive, collaborative and dynamic exchanges to prepare teachers for the classrooms. MOETT has stressed the need for change in the way the teaching is done. Howeve...
There is no push for coteaching because teachers become permanent [tenured] teachers after a period of time. In my opinion, many teachers at this point are not performing at their highest level with regard to student success. Many are also not willin...
Lisa L-G. The middle of my collage represents the many roads teachers must lead each student down to achieve academic success. Moving from the bottom left corner, clockwise, the set of pictures of a teacher tossing and turning in her sleep represents...
The eyes, ears, hands, mouth, nose, and moving leg with the brain on my collage denote universal design for learning (UDL) strategies that the teacher would like to incorporate into the classroom but can’t do without support from another teacher. S...
This communication from the secondary history teacher I cotaught with summarizes the benefits of UDL as a successful progressive practice: “The amount of work that was required to create specialized activities to meet the needs of all learners was ...
A coteaching model that I piloted as an administrator had SET in each of the four content areas. The SET provided an additional instructional period following two periods of morning content instruction and again at the end of the day following two pe...
During an interview with the SET from this coteaching pilot program, I asked her to reflect on student outcomes in the general education classes versus the progress students would have made if they remained in a self- contained classroom. When I aske...
Transformative Professional Development
Lisa P. I have taught at two elementary schools in Trinidad as well as having the opportunity to coteach during my teaching practice while doing my undergraduate studies. Coteaching is one way to cater to the diverse learners with the introduction of...
PD sessions are not always done at all schools. In my previous school, there were PD workshops held at the school for the staff at least once per term. Therefore, three times per school year. These workshops were apart from the one that the MOE would...
At the elementary level in school in TTO, there should be daily planning for the work that is to be covered. In the schools at which I have worked, I have seen some teachers plan on a daily basis, but there are also teachers that come to work and mak...
The last two pictures in my collage show that, in my opinion, if we are to implement coteaching in our schools, it would lead to success for all, graduating students and celebration—hence the fireworks. Having done PD in school and implementing str...
Lisa L-G. While serving as the learning expert in the global history and geography class, I spent 15 minutes of each class on retention activities. The history teacher spent 30 minutes of class on new content. Over the 4 years of this partnership eve...
The impact of teachers working together in a single classroom has been researched over the past decade, and analysis of the results emphasizes the need for planning. Gurgur and Uzuner (2010) state that “teachers must have time to allocate for copla...
JUXTAPOSING EXPERIENCES
Here, we compare and contrast our like and different images and reflections. According to van Schalkwyk (2010), “This step extends the self- reflective process as the participant engages in dynamic dialogue with relationships and functionalities em...
DISCUSSION
Although there seems to be limited research surrounding coteaching in both the United States and TTO as a collaborative teaching model, experiences and reflections have considered how coteaching might be used successfully for transforming classrooms ...
CONCLUSION AND RECOMMENDATIONS
Teacher preparation programs have the potential to shape the discourse of inclusive education by promoting collaborative practices such as coteaching and providing opportunities for practice during fieldwork and teacher induction. Promoting these pra...
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Bessette, H. J. (2008). Using students’ drawings to elicit general and special educators’ perceptions of co-teaching. Teaching and Teacher Education, 24(5), 1376–1396.
Blackman, S., Conrad, D., & Brown, L. (2012). The attitude of Barbadian and Trinidadian teachers to integration. International Journal of Special Education, 27(3), 158–168.
Brady, K., & Woolfson, L. (2008). What teacher factors influence their attributions for children’s difficulties in learning? British Journal of Educational Psychology, 78(4), 527–544.
Brown, L., & Conrad, D. (2007). School leadership in Trinidad & Tobago: The challenge of context. Comparative Education Review, 51(2), 181–201.
Butler-Kisber, L. (2010). Qualitative inquiry. Thousand Oaks, CA: SAGE.
Chang, H. (2008). Autoethnography as Method. Walnut Creek, CA: Left Coast Press.
Chang, H., Ngunjiri, F. W., & Hernandez, K. C. (2013). Collaborative autoethnography. Walnut Creek, CA: Left Coast Press.
Coia, L., & Taylor, M. (2009). Co/autoethnography: Exploring our teaching selves collaboratively. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 3–16). Dordrecht, Netherlands: Springer.
Conrad, D., & Brown, L. (2011). Fostering inclusive education: Principals’ perspectives in Trinidad and Tobago. International Journal of Inclusive Education, 15, 1017–1029.
Conrad, D. A., Paul, N., Bruce, M., Charles, S., & Felix, K. (2010). Special schools and the search for social justice in Trinidad and Tobago: Perspectives from two marginalized contexts. Caribbean Curriculum, 17, 59–84.
DePeza, H. A. G. (2010). No teacher left behind: Transition management in teacher education: A case study. Tempe, AZ: University of Phoenix.
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research/Historische Sozialforschung, 12(1), 273–290.
Florian, L. (2012).Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project.Journal of Teacher Education, 63(4), 275–285.
Florian, L., & Linklater, H. (February, 2009). Enhancing teaching and learning: using ‘Learning without Limits’ to prepare teachers for inclusive education. Paper presented at the 61st annual meeting of the American Association of Colleges for Te...
Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119–135.
Friend, M., & Bursuck, W. D. (2009). Including students with special needs: A practical guide for classroom teachers (5th ed.). Columbus, OH: Merrill.
Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals (5th ed.). Boston, MA: Allyn & Bacon.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co- teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27.
George, J., Mohammed, J., & Quamina-Aiyejina, L. (2003). Teacher identity in an era of educational reform: The case of Trinidad and Tobago. Compare, 33(2), 191–206.
Gowrie, G., & Ramdass, M. (2012). Pre-service beginning teachers’ beliefs, expectations and other teacher preparation issues of the practicum at the University of Trinidad Tobago. International Journal of Higher Education, 1(2), 185– 191.
Gurgur, H., & Uzuner, Y. (2010). A phenomenological analysis of views on co- teaching applications in the inclusive classroom. Educational Sciences: Theory & Practice, 10(1), 311–331.
Hains-Wesson, R., & Young, K. (2017). A collaborative autoethnography study to inform the teaching of reflective practice in STEM. Higher Education Research and Development, 36(2), 297–310.
Hart, S., Dixon, A., Drummond, M. J., & McIntyre, D. (2004). Learning without limits. Maidenhead, England: Open University Press.
Kloo, A., & Zigmond, N. (2008). Coteaching revisited: Redrawing the blueprint. Preventing School Failure, 52(2), 12–20.
Kohler-Evans, P. A. (2006). Co-teaching: How to make this marriage work in front of the kids. Education, 127(2), 260–264.
Little, M. E., & Theker, M. (2009). Co-teaching: Two are better than one. Principal Leadership (High School Ed.), 9(8), 42–60.
Magiera, K., Simmons, R., Marotta, A., & Battaglia, B. (2005). A co-teaching model: A response to students with disabilities and their performance on NYS assessments. School Administrators Association of New York Journal, 34(2), 9– 12.
Mark, P. (2008). Teacher development in Trinidad and Tobago. Trinidad and Tobago: Ministry of Education.
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Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE.
Murawski, W., & Dieker, L. (2013). Leading the co-teaching dance: Leadership strategies to enhance team outcomes. Arlington, VA: Council for Exceptional Children.
Naraian, S. (2017). Teaching for inclusion: Eight principles for effective and equitable practice. New York, NY: Teachers College Press.
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Ngunjiri, F. W. (2014). Voice and representation: Collaborative autoethnography as method for studying African leadership and management realities. In 2nd Biennial Conference of the Africa: Gaborone, Botswana, (pp. 621–633). Greensboro, NC: The Af...
Nierengarten, G. (2013). Supporting co-teaching teams in high schools: Twenty research-based practices. American Secondary Education, 42(1), 73–83.
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Pancsofar, N., & Petroff, J. G. (2016). Teachers’ experiences with co-teaching as a model for inclusive education. International Journal of Inclusive Education, 20(10), 1043–1053.
Rayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles and a model of inclusive leadership? Educational Review, 61(4), 433–447.
Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), 203–222.
Samuels, C. A. (2015). Challenge of co-teaching [Special issue]. Education Week, 34(34), 1–11.
Shin, M., Lee, H., & McKenna, J. W. (2016). Special education and general education preservice teachers’ co-teaching experiences: A comparative synthesis of qualitative research. International Journal of Inclusive Education 20(1), 91–107.
Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody.’ Teaching and Teacher Education, 49, 89–96.
Steinbach, M. (2012). Obstacles to change in teacher education in Trinidad and Tobago. The International Education Journal: Comparative Perspectives, 11(1), 69– 81.
Stone, I. (2015). Teachers attitudes toward co-teaching in elementary reading classrooms. Marshall University. Retrieved from http://mds.marshall.edu/cgi/ viewcontent.cgi?article=1980&context=etd
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Thorius, K. A. (2016). Stimulating tensions in special education teachers’ figured world: An approach toward inclusive education. International Journal of Inclusive Education, 20(12), 1326–1343.
Thousand, J., Villa, R., & Nevin, A. (2006). The many faces of collaborative planning and teaching. Theory into Practice, 45(3), 239–248.
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van Manen, M. (1990). Researching lived experiences: Human science for an action sensitive pedagogy. Albany, NY: State University of New York Press.
van Schalkwyk, G. J. (2010). Collage life story elicitation technique: A representational technique for scaffolding autobiographical memories. The Qualitative Report, 15(3), 675.
Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319–356.
Walsh, J. M. (2012). Co-teaching as a school system strategy for continuous improvement. Preventing School Failure, 56(1), 29–36.
Walther-Thomas, C. (1997). Co-Teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30(4), 395.
Wight, K., & Parks-Recore, L. (2017). Collaborative models of special education: Integrated co-teaching and the consultant teacher. Franklin-Essex-Hamilton BOCES. Retrieved from http://www.fehb.org/CSE/CCSEConference2017/ CollaborativeModelsofSpecEd.pdf
CHAPTER 15
Teaching CCSS Mathematics
S. J. COUREY and K. CHASE
Susan J. Courey and Kiera Chase
In today’s schools, anywhere from 5% to 10% of students in a general education math class is a student with a math learning disability (Geary, 2004). In addition, over 80% of all students with learning disabilities (LD) receive instruction and inte...
Characteristics of a Learner With a Math Learning Disability
Universal Design for Learning (UDL)
Preparing Teachers to Teach All Students
EMPIRICAL DESIGN AND METHODOLOGY
This collaborative research effort was aimed at examining how a new interactive, web-based resource, Dynabook, used in teacher education can improve how teachers learn to teach middle school mathematics. The Dynabook research team articulated the fol...
The Technology-Based Teaching Tool: The Dynabook
Figure 15.1. The Dynalogue feature in Dynabook.
Instruments
Data Collection Procedures
Collecting Data
Teaching and Curriculum Procedures
Data Analysis
RESULTS AND DISCUSSION
The results of the LMT Assessment pre- and posttest suggest that a teacher candidate’s pedagogy and content knowledge (PCK) can improve through use of Dynabook during instruction. An example of a question on the LMT might look like the one in Table...
Table 15.1. LMT Sample Question
Produced the Same Ratio
Produces Different Ratios
I Am Not Sure
Survey Data
Figure 15.2. Pre- and post-Dynabook learning teaching strategies and structures.
Qualitative Data
CONCLUSION
We suggest the field should focus on resources like the Dynabook and Dynalogue that extend and deepen students’ and teachers’ engagement with powerful ideas, as distinct from “just in time” resources that address only “just in time” needs...
AUTHOR NOTE
This research was partially funded by a National Science Foundation Discovery Research K–12 (DRK-12) Grant.
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PART IV
ADVOCACY AND RESPONSIVENESS
CHAPTER 16
Models to Promote Parent Involvement in Children’s Education Within the U.S. Virgin Islands
C. M. SEWER and N. LeBLANC GILLUM
Carla M. Sewer and Nerissa LeBlanc Gillum
Family engagement in children’s education is a strong predictor of student success (Epstein, 2010a). The scope of this chapter informs and encourages the knowledge of family engagement as a resource for strengthening student-learning outcomes. Enga...
INTRODUCTION
The U.S. Virgin Islands includes St. Croix, St. Thomas, and St. John, all of which are territories of the United States. Within the U.S. Virgin Islands, the population is a little over 100,000 (U.S. Census Bureau, 2010), which allows for the material...
MEANINGS AND BENEFITS OF FAMILY ENGAGEMENT
According to the National Association for the Education of Young Children (NAEYC, 2011), “family engagement occurs when there is an ongoing, reciprocal, strengths-based partnership between families and their children’s early childhood education p...
PARENT INVOLVEMENT MODELS
Parent involvement models may be used to help engage families in the education of their children as they can be used as tools to guide teachers and school administrators on ways to work with families and provide an inclusive classroom environment for...
HOOVER-DEMPSEY AND SANDLER’S THEORETICAL MODEL OF THE PARENTAL INVOLVEMENT PROCESS
Kathleen Hoover-Dempsey and Howard M. Sandler developed the Hoover-Dempsey and Sandler’s theoretical model of the parental involvement process (HDS model) around 1995, which helps to provide an understanding of parent involvement (Hoover-Dempsey & ...
Defining the Components of the Model
Applying Hoover-Dempsey and Sandler’s Theoretical Model to Families in the U.S. Virgin Islands
EPSTEIN’S FRAMEWORK OF SIX TYPES OF INVOLVEMENT
Epstein’s framework was developed by Joyce Epstein in 1980 to inform school administrators about how parents can be involved in their children’s learning at home and within the school and community (Bower & Griffin, 2011; Epstein, 2010a, 2010b; G...
Defining the Components of the Model
Applying Epstein’s Framework to Families in the U.S. Virgin Islands
ACADEMIC PARENT-TEACHER TEAMS MODEL
The academic parent-teacher teams (APTT) model was developed in 2008 by Maria C. Paredes in the Arizona Public School District to create engagement opportunities for diverse families. This model connects parents and teachers inside the classroom, pro...
Defining the Components of the Model
Applying the APTT Model to Families in the U.S. Virgin Islands
IMPLICATIONS FOR FUTURE RESEARCH
The rich cultural narrative of the U.S. Virgin Islands incorporates a history of various influences, and there appears to be a lack of research on how families are involved in the education of their children. Most importantly, little is known about p...
CONCLUSION
For families, specifically in the U.S. Virgin Islands, these models may allow teachers to connect and collaborate with parents from diverse cultural backgrounds. These models can be applied culturally to families in the U.S. Virgin Islands with diver...
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Walker, J. M. T., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement model revision through scale development. The Elementary School Journal, 106(2), 85–104.
CHAPTER 17
Barbadian and Vincentian Students’ Perspectives of Difference, Its Tensions, and Student Inclusion
S. N. J. BLACKMAN, D. CONRAD, K. WILLIAMS, and T. ABODEEB- GENTILE
Stacey N. J. Blackman, Dennis Conrad, Ken Williams, and Theresa Abodeeb-Gentile
The pursuit of inclusion and inclusive education by governments around the world has created more diverse school populations. It is therefore important for teachers to understand how to respond effectively to the needs of all students in their classr...
MAPPING THE DISCOURSE ON CARIBBEAN DIVERSITY
Within the context of the Caribbean, many scholars have attempted to understand diversity using a number of philosophical and theoretical lenses (Austin-Broos, 2001; Lewis, 2001; Reddock, 2007). There is no contention that Latin America and the Carib...
CARIBBEAN VOICES ON CULTURE, IDENTITY, AND EDUCATION
Caribbean countries, according to Louisy (2001) and Lestrade (2000), face unique challenges of remoteness and isolation; exposure to and influence of global events; susceptibility to natural disasters and environmental damage; limited opportunities f...
where diverse ethnicities, histories, religions, and heritages come together to create a certain cultural dynamism … [where Caribbean identity] whether individual or corporate, is fashioned in a context of confronting, interacting, and being influe...
Language/Linguistics
Race and Ethnicity
Socioeconomics
Geography
Religion
Education
Up to now, our Caribbean education has not included an ideology of regional integration. Without this, it is impossible for nations whose history has been forged in mistrust, suspicion, and division to integrate. Integration cannot continue to be sim...
RESPONDING TO DIFFERENCE: TWO INTERNATIONAL STUDIES
The literature on students’ construction of difference and diversity is sparse, and those studies that do exist are dated. The two studies—one in Ghana and the other in the United States—provide essential understandings about how schools should...
SCHOOLS AS AGENTS OF INCLUSION OR CONSTRUCTORS OF DIFFERENCE
Conrad, Fraser, Bruce, Fraser, and Felix (2010) suggest that schools should be places where learners are encouraged to explore differences as regular occurrences, thus helping such students to recognize that some of their fellow learners have skill d...
RESEARCHING STUDENTS PERSPECTIVES IN THE PRESENT STUDY
This chapter is informed by findings from a large-scale research project conducted in the wider Caribbean and two New England states in the United States. The project is led by Ken Williams (principal investigator), with coauthors Theresa Abodeeb-Gen...
School Contexts
CARIBBEAN STUDENTS’ UNDERSTANDINGS OF DIFFERENCE
The question of how students within the creolized societies of the Caribbean understand diversity and difference is interesting because their perspectives of schooling remain understudied. Education statistics for various islands do not capture the d...
FINDINGS
Qualitative findings from the study revealed that Barbadian and Vincentian students possessed a nuanced and eclectic understanding of diversity that is consistent with international definitions of multiculturalism. The authors asked students to descr...
Differences are Eclectic
I’ve made friends with the privileged, I’ve made friends with people who come from separated homes, I’ve made friends from children in regular homes, I’ve made friends with children that are interested in different things. I’ve made friends...
They all have similar things in common, and like he said, you can be friends and connect with them through that link, whether it be sports, academics, an emotional problem and I think that the range of difference in students is what makes it a better...
I’m going to start with the bad. I’m going to start my friend got in trouble for like saying racist stuff to an Asian at school, and he got suspended for a while, but in my opinion, everyone here White, Black, Indian, Asian, they all get along, C...
Tensions That Arise as a Result of Differences
Race, Class, Nationality, and Culture
The groups [just] don’t mesh. They talk about one thing, and we talk about a different thing. Okay, there’s a restaurant, Champers. And, like there’s a place. Obviously, you won’t hear [Blacks say], “I like Limegrove” … so we can’t re...
Doing Things to Other Students
The only way I survived [in] first [form] was because I was really big, so, I was tall and I was broad shouldered for my year according to third or fourth formers. I looked like somebody who would stomp them. They were like actually afraid to come an...
Student Apathy
If they are in another home and the parents don’t care what they do, even if they fight at school their parents don’t come when the teacher wants to explain why the child fought, some parents just don’t care about their children. So that’s wh...
I think that is what stops other people from learning too because they don’t get attention at home and when they come to class they do a lot of foolishness and try to make people laugh … teachers say we should not laugh about what they do but a l...
ON BEING INCLUDED IN THE LIFE OF THE SCHOOL
We also sought to determine how students are included in the life of the school. Students’ narratives indicated that schools really tried to maximize social interaction through extracurricular activities, school councils, and clubs. These helped to...
After School Activities Bring Us Together
Yea—definitely, what you see is also the afterschool activities that bring you together. The extracurricular you get to hang out with people with the same interests as you. So, for [names student], all the football players or tennis players would g...
He [his friend] lives in the neighborhood … well, there’s a divided house. There is a side where people are nice and … he just happened to live like closer to the bad side, but yea in the middle. So, like, the people who lived on the other side...
Students Are Involved
Um, here everyone is included in the life of the school. I mean, the students get together in a way I never experienced before I came here. Um, but for sure I can tell you that when it comes to the life of the school, students are highly involved bec...
Teachers Help Us Understand
RESPONDING TO DIFFERENCE IN THE CLASSROOM: HOW TO INCLUDE ALL STUDENTS
How schools and teachers respond to the tensions that diversity presents in the classroom determines how included students feel within their school environments. The narratives of Barbadian and Vincentian students thus far have shed some light on pot...
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CHAPTER 18
Responding to Barriers to Inclusion
S. N. J. BLACKMAN, D. A. CONRAD, and L. M. PHILIP
Stacey N. J. Blackman, Dennis A. Conrad, and Lisa M. Philip
This study explores how students with disabilities navigate the barriers to inclusion and participation in higher education settings in Barbados and Trinidad and Tobago. It also discusses how these two regional institutions can respond to the needs o...
Theoretical Perspective
Support Provisions for Higher Education Students in the Caribbean
1. What barriers to participation and inclusion do students report experiencing at the university level in Barbados, Trinidad, and Tobago?
2. How do students with disabilities navigate the barriers to access and participation at the university level in Barbados, Trinidad, and Tobago?
INVESTIGATING STUDENTS’ EXPERIENCES IN HIGHER EDUCATION SETTINGS
The authors explore the experiences of a small sample of students with disabilities and how they navigate the barriers to inclusion and participation in higher education settings in Barbados and Trinidad and Tobago. The study is phenomenological in t...
Participants
Table 18.1. Demographic Information for Participants in the Study
Name
Sex
Age
Marital Status
Disability
Program of Study
Note: aUWI students at Cave Hill, bUWI students at St. Augustine.
Procedures
Data Collection
Analysis
Well, let me first tell you what Marfan’s classification is...Marfan syndrome is a connective tissue disorder explanation of impairment. What it [which in] really means in layman terms, that my tissues are weaker in all my body … causing my eyes...
Table 18.2. Themes Identified in the Study, Their Meanings, and Related Categories
Themes
Categories
Trustworthiness and Credibility
WHAT BARBADIAN AND TRINIDADIAN STUDENTS SAY ABOUT BARRIERS TO PARTICIPATION IN HIGHER EDUCATION
Barriers to Participation and Inclusion
[These] … are 3 or a 2 hour lectures sometimes. It makes it a lot harder to focus. [I think that] some lecturers can adjust their teaching styles to accommodate different types of students. On the other side of the spectrum, they [the lecturers] wo...
I am doing a course right now, and everything is done on PowerPoint. [However] I need to write it to process the calculations. I can’t follow only using the PowerPoint. I can’t, like, zone out in the class, and say “Jacob it doesn’t make sens...
As a visually impaired person I would appreciate it if you said “Ok, there are five people in the class that are visually impaired, so let me do this in large print, or put the information on the website so they can have access to it. Or let me put...
They may know your ID number, but they won’t know you. They may know that there is somebody with a problem, but they don’t know who he/she is. Maybe the lecturers can find the student and ask them like just find out who it is, and to help them ou...
The system should be in a way that the lecturer knows [all] persons in his class who are visually impaired. Every visually impaired person is not going to tape record [lectures] they may need something else, like large print. (Martha, visual impairme...
Early in the semester like, week 3 or week 4, there is a group of guys in one row always talking in class, and this particular lecturer has a problem with noise. I would always sit by myself [close to these boys]. I am always on time, whatever rules ...
I really don’t like how … how everybody stays in their own little “groups.” Even in Med [School of Medicine] there is a lot of speculation that there is discrimination … in Med and Engineering … about how certain people get in and why oth...
Particularly the sidewalks, which make it difficult to move around. I think the unevenness of some of the walkways could be improved upon. It would be easy when you are walking, but when you have that impairment or you are in pain then you realize, ...
People who are impaired cannot really be exposed to persons who have the cold or “Red Eye” [Conjunctivitis]. In some of the labs, persons cough and sneeze on the keyboard. A person who is disabled may not be quick enough to grab a wet wipe and ti...
When I first came to UWI, I was … quiet, I will not want to speak to anyone, I will just sit there and wait for someone to befriend me. When we had group presentations, I would literally be trembling because I thought my work was inferior. I had to...
NAVIGATING THE BARRIERS TO ACCESS AND PARTICIPATION IN HIGHER EDUCATION
Navigating the barriers to access and participation required self-actualization, accessing institutional support and relying on family. Themes that emerged in this section included “Self-actualization through self-advocacy,” “Technology as supp...
Self-Actualization Through Self-Advocacy
ADLU has made me realize that I need to trust myself more and to trust other people. Because [pause] prior to me becoming a member of ADLU I was always sceptical about having people write for me and having people assist me because of my independent n...
Within the context of this research, self-actualization describes the motivation students exercised to seek the necessary accommodations they needed without fear of rejection or intimidation in order to shape the type and outcomes of their academic e...
Technology as Support
I think the onus would be on the university to look at the different types of disabilities and provide specialists. So that someone who is sight-impaired or hearing impaired, you have a system. I think ADLU has all those things. Then there are people...
While these observations are unique to students with physical disabilities, they do suggest the need for services to be diverse, inclusive, and flexible, rather than a one-size-fits-all approach.
Family as Central to Academic Success
My mother was my persister. She was the person who from the time the teacher highlighted that she saw something wrong she went all the way out, whatever, so that she could make sure her child gets the best of everything. (Shannie, ADD, UWICH)
RESPONDING TO THE NEEDS OF BARBADIAN AND TRINIDADIAN STUDENTS IN HIGHER EDUCATION: WHAT THE RESEARCH REVEALS
The purpose of this research was to describe participants’ perspectives of the barriers that they faced to participation and suggest a response that would foster greater inclusion at the UWICH and UWISA campuses. The answer to the research question...
FUTURE DIRECTIONS FOR RESEARCH
Given the limitations of the sample size and the limited range of disabilities included, the authors contend that a further study is warranted. Such research might increase the population size, as well as incorporate other universities and higher edu...
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Academic Support/Disabilities Liasion Unit. (n.d.). Creating a campus without barriers. The University of the West Indies St. Augustine Campus. Retrieved from https://sta.uwi.edu/sldd/documents/AcademicSupportServicesII.pdf
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Babbie, E. (2007). The practice of social research (11th ed.). Belmont, CA: Wadsworth.
Babic, M. M., & Dowling, M. (2015). Social support, the presence of barriers and ideas for the future from students with disabilities in the higher education system in Croatia. Disability and Society, 30(4), 614–629.
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Claiborne, L. B., Conforth, S., Gibson, A., & Smith, A. (2011). Supporting students with impairments in higher education: Social inclusion or cold comfort. International Journal of Inclusive Education, 15(5), 513–527. doi:10.1080/ 13603110903131747
Cory, R. (2011). Disability services for students with disabilities: A campus resource. New Directions for Higher Education, 154, 27–37. doi:/10.1002/he.431
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CHAPTER 19
Transformative Teacher Leadership Is Inclusive Education
E. BLAIR
Eleanor Blair
How we define and discuss teachers’ work is central to a meaningful and sustainable discussion of the ways in which public spaces designed for formal institutionalized educational experiences embrace notions of inclusion in teaching, learning, and ...
TEACHERS’ WORK IN JAMAICA AND THE UNITED STATES
Teachers in both Jamaica and the United States face challenges related to the changing tapestry of public education. Student populations are diverse and often require new ways of thinking about the progress and product of educational programs. Additi...
Jamaica
The stark fact of the matter is that most of the nation’s schools are failing schools. If one takes the bare minimum standard of 50 percent of students meeting basic minimum performance requirements, many schools are failing. If one ups this to a f...
The essay concludes that “Jamaica has one of the worse performing education system in CARICOM (Caribbean Community and Common Market), despite all the money thrown at it” (para. 21). In 2004, The Taskforce on Educational Reform Final Report, Jama...
The system’s performance is well below acceptable standards, manifested in low student performance. Data from the Ministry of Education Youth and Culture reveal that in 2003, less than one-third of the children entering grade 1 were ready for the p...
A more recent discussion of education in Jamaica described the status of education in the essay, “Fix Our Broke and Broken Education System” (2016), where it is stated unequivocally that “it is clear to us that Jamaica’s education system fail...
Better-qualified and committed teachers, effective management and accountability, robust school boards and greater parental and community involvement in education…. Various reforms have been undertaken in the name of education over many years, incl...
When teachers are mentioned in the public discourse on education, their shortcomings are often highlighted. Criticism of teachers stems from our high expectations for schools as well as from the memory of our own teachers. Many of us have an idealize...
If teachers are perceived as having limited skills and knowledge, it is not surprising that they are often blamed for the shortcomings of Jamaican schools. The citizens of Jamaica are firmly committed to the notion that every child can learn; every c...
The United States
According to the latest international rating of education in 65 countries, American public schools are in a free fall. The overall rank of the U.S. is 29th in the world—behind the Slovak Republic, Russia, and Vietnam. Asia dominates the top 10. Sha...
While the accuracy of these findings is regularly debated, the data are evidence of a decline in perceptions regarding the stature of public education in the United States. Of even more concern, if the data are accurate, is the fact that for many chi...
Of the projected 50.7 million public school students entering prekindergarten through grade 12 in fall 2017, White students will account for 24.4 million. The remaining 26.3 million will be composed of 8 million Black students, 13.6 million Hispanic ...
Public schools in the United States enroll 90% of all school age children with approximately 10% attending private or home-based education (Jennings, 2013, para. 2). And yet, among those who show up for public schools in the United States, the comple...
According to the Center for Educational Statistics (U.S. Department of Education), 1.2 million students drop out of high school every year. That is an average of 7,000 students every day, 25 percent of the entire population. Most of these students we...
The numbers are grim, and yet school reform efforts focused on school improvement are vigorous and ongoing. Problematic is the fact that most of these efforts are political and/or represent private special interest or entrepreneurial groups that hope...
TRANSFORMATIVE TEACHER LEADERSHIP
Teacher leadership is a common buzzword used throughout the literature on teachers’ work; it has even become a thread that runs through most undergraduate and graduate education programs; however, discussions of how teacher leadership might impact ...
Within every school there is a sleeping giant of teacher leadership that can be a strong catalyst for making changes to improve student learning. By using the energy of teacher leaders as agents of school change, public education will stand a better ...
Second, teacher leadership can mean many things to many different people, but teacher leadership that is transformative has the potential to move beyond teacher roles and relationships that are subordinate to the work of other leaders within the scho...
I use the term advocacy leadership because I believe that a more politicized notion of leadership is needed that acknowledges that schools are sites of struggle over material and cultural resources and ideological commitments. Political alliances of ...
An advocacy leader believes in the basic principles of a high quality and equitable public education for all children and is willing to take risks to make it happen. Advocacy leaders tend to be skilled at getting beneath high-sounding rhetoric to the...
To foster leadership capacity, the learning community and those who inhabit it need to be liberated from the tyranny of serial edits. The responsibility for such liberation begin with policies that vest teachers as learning leaders…. The developmen...
Thus, in both Jamaica and the United States, transformative teacher leadership as a key element of inclusion politics requires the prerequisite recognition of three things: (a) the power of teacher leadership to transform schools, (b) teacher leaders...
• acknowledge power and privilege;
• articulate both individual and collective purposes (public and private good);
• deconstruct social-cultural knowledge frameworks that generate inequity and reconstruct them in more equitable ways;
• balance critique and promise;
• effect deep and equitable change;
• work towards transformation—liberation, emancipation, democracy, equity, and excellence; and
• demonstrate moral courage and activism (p. 384).
INCLUSION CAPACITY BUILDING
The Taskforce on Educational Reform Final Report, Jamaica, A Transformed Education System (2004), described strategies of “achieving the vision through transformation…. The difference between the ‘current path’ and the ‘transformation path...
Healthy contexts for teacher leadership. Within these settings, teachers are learning in social context rather than learning individually.… Teacher leadership develops naturally among professionals who learn, share, and address problems together. (...
Within this framework, it is possible to think about inclusion capacity building as the foundation for a school culture where inclusion is a key facet of the work being done by educational professionals who share a commitment to the values and belief...
TRANSFORMATIVE TEACHER LEADERSHIP FOR INCLUSIVE SCHOOL CULTURES
Inclusion is a popular sound bite. It sounds good, but leadership for inclusion in 21st century schools is broader, somewhat radical, and challenges status quo notions of how we think about diversity and difficulty— notions that are student centere...
• intellectual leaders advocating for best practices;
• advocates and leaders for teachers, students and parents;
• curriculum leaders; and
• school–community partners and liaisons.
FINAL THOUGHTS
The promotion and nurturing of inclusive school cultures begin with teachers. Nothing significant happens in schools without teacher support. Policies and curricula can be mandated from the top down, but the inconvenient truth is that without the sup...
REFERENCES
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Education performance and failing schools. (2011, September 11). The Daily Gleaner. Retrieved from http://jamaica-gleaner.com/gleaner/20110911/focus/ focus1.html
Evans, H. (1993). The choice of teaching as a career. Social and Economic Studies, 42(2/3), 225–242. Retrieved from http://www.jstor.org/stable/27865902
Evans, H. (2001). Inside Jamaican schools. Kingston, Jamaica: University of West Indies Press.
Fedewa, L. J. (2014, June 1). FEDEWA: American schools are failing! The Washington Times. Retrieved from http://www.washingtontimes.com/news/2014/jun/1/ fedewa-american-schools-are-failing/
Fix our broke and broken education system. (2016, January 24). The Daily Gleaner. Retrieved from http://jamaica-gleaner.com/article/lead-stories/20160124/ fix-our-broke-and-broken-education-system
Freire, P. (1968). Pedagogy of the oppressed. New York, NY: Continuum.
Freire, P. (2007). Daring to dream. Boulder, CO: Paradigm.
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Giroux, H. (2012). Education and the crisis of public values: Challenging the assault on teachers, students, & public education. New York, NY: Peter Lang.
Ingersoll, R. M., & Merrill, E. (2011). The status of teaching as a profession. In J. Ballantine & J. Spade (Eds.), Schools and society: A sociological approach to education (4th ed., pp. 185–189). Los Angeles: CA: Pine Forge Press/SAGE.
Jennings, J. (2013, March 28). Proportion of students in private schools is 10 percent and declining. The Huffington Post. Retrieved from http://www.huffingtonpost.com/jack-jennings/proportion-of-us-students_b_2950948.html
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd ed.). Thousand Oaks, CA: Corwin Press.
Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
Lambert, L., Zimmerman, D. P., & Gardner, M. E. (2016). Liberating leadership capacity: Pathways to educational wisdom. New York, NY: Teachers College Press.
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Rodgers-Jenkinson, F., & Chapman, D. W. (1990). Job satisfaction of Jamaican elementary school teachers. International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft Revue Internationale de l’Education, 36(3), 299–313....
Shields, C. (Ed.). (2011). Transformative leadership: A reader. New York, NY: Peter Lang.
Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779–804.
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Taskforce on Educational Reform Final Report. (2004). Jamaica: A Transformed Education System. Kingston, Jamaica: Author.
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About the Contributors
EDITORS
Stacey N. J. Blackman is a senior lecturer in special education at the University of the West Indies Cave Hill campus. She completed her first and second degrees at the University of the West Indies, and her PhD at Cambridge University (England) as a...
Dennis A. Conrad is a professor of education at the State University of New York (SUNY)-Potsdam. Before completing his PhD in policy studies and educational leadership at Virginia Tech, Professor Conrad completed studies at Mausica Teachers College, ...
CONTRIBUTORS
Theresa Abodeeb-Gentile is an associate professor at the University of Hartford in West Hartford Connecticut where she is the director of elementary education graduate and undergraduate studies. Dr. Abodeeb-Gentile is a graduate of the literacy langu...
Benedict Adams, PhD-urban education studies and teacher education (Indiana University), is an assistant professor at the College of Saint Scholastica in Duluth, MN. Dr. Adams’ research interests are urban education and international migration, teac...
Ana Isabel Andrade is a professor of language didactics at the University of Aveiro (Portugal). She coordinates Research Group 1—Languages, Theories and Practices in Education and Supervision of a research center focused on didactics and technology...
Melissa Arneton completed a doctorate in 2010. Her thesis focused on the possible reasons behind Martinique’s pupils educational underachievements. She is now a researcher engineer in a research group tackling the special educational needs of Frenc...
Holly Arnold, EdD, is a part-time assistant professor of teachers of English to speakers of other languages (TESOL) at Kennesaw State University and an independent ESOL consultant for public schools. She teaches undergraduate and graduate teacher edu...
Charline Barnes Rowland, EdD, is the diversity program coordinator for the University Center for Teaching and Learning, at the University of Pittsburgh. Previously, she was on the teacher education faculty at several universities. Dr. Barnes-Rowland ...
Harriet J. Bessette, PhD, is a professor in special education in the Department of Inclusive Education at Kennesaw State University. She was the inaugural director of the Doctoral and Specialist Program in Teacher Leadership for Learning in the Bagwe...
Eleanor J. Blair, PhD (University of Tennessee, Knoxville), is an associate professor at Western Carolina University (WCU) where she teaches foundations of education courses in curriculum, assessment, teacher leadership and history/philosophy of educ...
Nickisha Borris-Lezama, BEd in special needs (University of Trinidad and Tobago); MEd in inclusive and special education (University of the West Indies-St. Augustine), is a senior teacher at Wharton-Patrick School, which serves students with emotiona...
Joya Carter Hicks, PhD (Syracuse University), is an associate professor in special education, in the Department of Inclusive Education at Kennesaw State University, Atlanta, Georgia. Dr. Hicks also completed a postdoctoral fellowship from Teachers Co...
Chelseaia Charran is a doctoral student at The University of Texas at Austin studying multicultural special education. She is from the Republic of Trinidad and Tobago. Her current research interest is related to international and comparative special ...
Kiera Chase, PhD-special education/designated emphasis in new media (UCLA-Berkeley), is interested in exploring how the tools and technologies that are used in education influence learning, math learning (specifically algebra), that highlights discov...
Deborah J. Conrad, PhD (Virginia Tech), is an associate dean, School of Education and Professional Studies, and a professor in the Department of Elementary Education at the State University of New York at Potsdam. She earned her doctorate in curricul...
Dyanis A. Conrad-Popova, PhD (Virginia Tech), is an assistant professor of curriculum and instruction at the University of South Dakota with an academic focus in multicultural education, foundations of education, and the teaching of English as a seco...
Susan Courey, PhD, is currently the chair of the Early Childhood Special and General Education Program at Touro Graduate School of Education. Dr. Courey earned her PhD in special education at Vanderbilt University, where she began a line of research ...
Joy Lawson Davis, EdD, is an associate professor of education and the chair, Department of Teacher Education at Virginia Union University in Richmond, VA. Dr. Davis’ scholarship in gifted education has focused on the needs of Black gifted students ...
Christine Descartes, PhD, is a lecturer in psychology in the Department of Behavioral Sciences at the University of the West Indies, St. Augustine Campus. Dr. Descartes’s research interests focus primarily on behavioral and psychosocial development...
Talia Esnard, PhD, is a sociology lecturer at the Department of Behavioral Sciences, University of the West Indie, St. Augustine campus, Trinidad and Tobago. She also supervises graduate students in the sociology program. Prior to her recent position...
Elisheba Kiru is a doctoral candidate in the multicultural special education program at the University of Texas at Austin. Her research interests focus on using learning technologies in mathematics instruction to facilitate the development of positiv...
Lisa Lamondie-Grenville, MSEd SpEd; BSEd.; Elem Ed. Grades 1–6 & Special Education K–12, is a PhD candidate at McGill University and the coordinator of special education programs at SUNY-Potsdam, NY. She is a former school superintendent, princip...
Nerissa LeBlanc Gillum, PhD, is an associate professor in the Department of Family Sciences at Texas Woman’s University. Her research interests are adoption, foster care, parent-child relationships, social cognitions, and educational achievement. S...
Mónica Lourenço, PhD, in didactics and teacher education, is a postdoctoral research fellow at the University of Aveiro (Portugal), where she is developing a project on the internationalization of teacher education. She has teaching and supervision...
Faith-Ann A. McGarrell, PhD, is the editor for Journal of Adventist Education, a professional journal for teachers and administrators. She previously taught English and language arts (Grades 7–12) in Chicago; Basic writing and freshman composition ...
Sarah Newcomer, PhD, is an assistant professor in the Department of Teaching and Learning at Washington State University. Her qualitative and ethnographic research centers on language and literacy educational practices, particularly for culturally an...
Line Numa-Bocage is a psychologist and a university professor with an HCR (Habilitation to Conduct Researches) from Cergy-Pontoise University. Researcher at the BONHEURS: the Lab of Well-Being, Organizations, Digital, Habitability, Education, Univers...
Lisa M. Philip, MA-adult and continuing education (UWI); BEd-special education (UTT), is a PhD student at McGill University with specialization in educational leadership. Ms. Philip’s scholarship and research interests include culturally responsive...
Kristen Pratt, PhD, is currently an instructor in the Department of Teaching and Learning, College of Education at Washington State University. Dr. Pratt has served on the State Bilingual Endorsement Review Committee as well as the Undergraduate Educ...
Kelly Puzio, PhD, is an assistant professor in the Department of Teaching and Learning at Washington State University. He was a language arts teacher for 5 years in diverse settings. His research focuses on differentiated instruction and culturally r...
Fredricka Reisman, PhD, is professor and founding director of Drexel University’s School of Education. She is director of the Drexel/Torrance Center for Creativity and Innovation, creator of the Creativity and Innovation Graduate and Undergraduate ...
Shawn Anthony Robinson, PhD in language and literacy (Cardinal Stritch University), is an independent scholar and dyslexia consultant. Dr. Robinson’s research focuses on the intersection of race, giftedness and dyslexia. He has written peer-review ...
Sheryl D. Scales, PhD (University of Kansas), is an associate professor in the literacy program at the State University of New York at Potsdam. She is a former elementary, middle, and high school teacher. She is an avid reader of children’s and you...
Carla M. Sewer, MS-family studies, BS-elementary education, AA-early childhood development, is a PhD student at Texas Woman’s University in Denton, Texas. She has taught public elementary school in St. John (U.S. Virgin Islands), where she was also...
Audrey Sorrells, PhD, is an associate dean of students for research and director of the Research Institute in the Office of the Dean of Students; associate professor in special education in the College of Education; faculty fellow in The Urban Instit...
Kenneth Williams, EdD (Columbia University), is the dean, School for International Training, Vermont. His interests include leadership development, multicultural organizational development, change management, educational administration and reform, de...