CT-7500: Advanced Capstone in Curriculum and Teaching

Bagish, C. (2017). Addressing diversity [Video]. SAGE Knowledge.
In this 2:59-minute video clip, Claire Bagish shares an example of how she addresses diversity in her classroom. Bagish emphasizes getting to know your students, especially how different cultures may be represented in the class. She does this by asking students to bring in pictures from home and talk about what they did during the summer. She believes that learning about their cultures helps her tailor lessons to a diverse classroom rather than relying on her own background and culture. This video clip can provide you with some ideas about how diversity, equity, inclusion, and social justice align with your chosen trend.

Francisco, M.P.B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10, 1-17.
The authors discuss how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed positive and negative aspects. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards, and clear objectives in implementing inclusion programs. This article helps you to view diversity from another perspective – that of students with disabilities. Diversity, equity, inclusion, and social justice affect many different people and can have a broad impact on education.

Juvonen, J., Kogachi, K., & Graham, S. (2018). When and how do students benefit from ethnic diversity in middle school? Child Development, 89(4), 1268-1282.
As you read this article, you will learn that the effects of school-based ethnic diversity on student well-being and race-related views were examined during the first year in middle school. Across all four pan-ethnic groups that participated in the study, school-level ethnic diversity was associated with a lower sense of vulnerability (i.e., feeling safer, less victimized, and less lonely) as well as perceptions of teachers' fair and equal treatment of ethnic groups. This article examines the social and emotional well-being of diversity and inclusion.

Ngounou, G., & Gutierrez, N. (2017). Learning to lead for racial equity: To help k-12 educators confront racial inequities, school and district leaders need to provide sustained, intensive, and carefully designed opportunities for professional learning. Phi Delta Kappan, 99,(3), 37-41.
This article proposes the need for professional development based on research-based practices. The authors propose a carefully crafted, ongoing program for educators. The article discusses some key principles to confronting racial inequities in schools by taking you through a scenario in which a one-time workshop for professional development is shown as inadequate because the need suggests frequent dialogue and discussion handled by skilled individuals. Key principles in addressing these complexities are discussed.

Thomas, S., Howard, N.R., & Schaffer, R. (2018). Closing the gap: Digital equity strategies for the k-12 classroom. International Society for Technology in Education.
The recent COVID-19 pandemic has brought an increased awareness and focus to the digital inequity that exists for students in K-12; In Chapter 1: What We Know About Digital Equity (pp. 15-23), the authors examine the issue of digital inequity and discuss a process for developing a plan to address the problem.
In Chapter 2: How Teachers Might Respond to the Challenges (pp. 24-42), the authors discuss how to implement a plan to use technology. They note that simply buying devices and pre-packaged materials are not enough. Educators need to know how to integrate technology into the curriculum so it is seamless. They also suggest some examples of self-directed professional development in which teachers and educators can participate. As you read these chapters, think about what you may recommend for educators related to technology and your selected trend in this course.

Schwerdtfeger, S. (2020). Reaching all learners with multicultural connections. In B. Evans-Santiago (Ed.). Mistakes we have made: Implications for social justice educators (pp. 46-61). Myers Educational Press.
In Chapter 4, Schwerdtfeger discusses her experience as a pre-service teacher in the classroom to bring examples of typical situations in which many teachers find themselves. She notes ways in which multicultural education can be incorporated into different subject areas, including math, social studies, and STEM. Examples of resources and assignments are included. Community involvement is also explored.

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J.M. (2016). Expanding approaches to teaching for diversity and social justice in k-12 education: Fostering global citizenship across content areas.Education Policy Analysis Archives, 24(59), 1-31.
The authors believe that education must prepare students to address issues of equity and social justice locally and globally. This article explores what global citizenship is and how educators in K-12 can promote dispositions, knowledge, and skills around global citizenship. Elements of globally competent teaching are discussed, and pedagogies for integrating global topics and perspectives into the curriculum are included through interviews with ten K-12 teachers. They emphasize authentic engagement, such as creating original music, art, and writing, and pen pal exchanges with school supplies for students in other countries.