Bridging Multiple Worlds Case Studies of Diverse Educational Communities
by Taylor, Lorraine S.; Whittaker, Catharine R.Edition: 2nd
Format: Paperback
Pub. Date: 2008-04-18
Publisher(s): Pearson
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Summary
This text offers "real world" case studies involving educational staff, students, and families from diverse backgrounds in a variety of dynamic school settings. Bridging Multiple Worldsemphasizes long-term, comprehensive solutions that promote school, home, and community partnership to meet challenges in educational settings. The text provides foundational information about diversity in the US, multicultural education, and family-school-community partnership in Part I; moves on to explore the use of cases in teacher education and how to analyze cases using a "decision making scaffold" in Part II; and delves deeply into specific cases and the issues surrounding them on a wide range of diversity topics in the seven chapters in Part III.
Author Biography
Catharine Whittaker is a professor of special education at the State University of New York at New Paltz.
Table of Contents
| Preface | p. xv |
| Acknowledgments | p. xvi |
| Introduction | p. xxi |
| The Meaning of Diversity | p. xxii |
| The New Metaphor | p. xxii |
| Authors' Statement of Philosophy | p. xxiii |
| Use of Terminology Related to Diversity | p. xxv |
| References | p. xxvii |
| Diversity in the United States | |
| The Changing Pattern of Immigration | p. 1 |
| Historical Overview | p. 2 |
| Legislation | p. 4 |
| Illegal Immigration | p. 6 |
| Current Issues | p. 7 |
| Proposed Legislation | p. 7 |
| Assimilation and Acculturation | p. 8 |
| Demographic Changes in the Schools | p. 10 |
| References | p. 13 |
| The Current State of Education for Diverse Students in the United States | p. 15 |
| The Educational Progress of Diverse Learners | p. 15 |
| Reading | p. 16 |
| Writing | p. 16 |
| Mathematics | p. 17 |
| Science | p. 17 |
| Achievement Levels Summary | p. 19 |
| High-Poverty Schools | p. 20 |
| The Facilities Gap | p. 20 |
| Tracking | p. 21 |
| High School Completion | p. 22 |
| No Child Left Behind (NCLB) | p. 22 |
| Multicultural Education | p. 23 |
| Alternative Viewpoints | p. 27 |
| Approaches to Curriculum Reform | p. 28 |
| Content Integration | p. 30 |
| Culturally Responsive and Relevant Teaching | p. 36 |
| Classroom Discourse Patterns | p. 38 |
| Teacher Preparation | p. 39 |
| Challenges | p. 42 |
| References | p. 43 |
| Building Partnerships with Diverse Families and Communities | p. 46 |
| Family Involvement in the Schools | p. 47 |
| Student Achievement | p. 47 |
| The Family System | p. 52 |
| Family Characteristics | p. 53 |
| Family Functions | p. 54 |
| The Family Life Cycle | p. 55 |
| Special Challenges | p. 56 |
| Culturally Diverse Families | p. 56 |
| Discipline Practices | p. 57 |
| Home-School Communication | p. 57 |
| School Involvement | p. 59 |
| The School-Family-Community Partnership | p. 60 |
| References | p. 64 |
| A Cases for Cases | |
| The Development and Use of Cases in Teacher Education | p. 66 |
| What Is a Teaching Case? | p. 67 |
| Why Are Case Discussions Valuable? | p. 69 |
| How Do Participants Analyze a Case? | p. 70 |
| Recognize the Problem | p. 72 |
| Reframe the Problem | p. 72 |
| Search for Alternatives | p. 73 |
| Develop and Implement a Plan of Action | p. 74 |
| Evaluate Progress | p. 75 |
| How Do Participants Discuss a Case? | p. 75 |
| References | p. 78 |
| Putting It All Together: Analyzing and Discussing a Case | p. 80 |
| Issues Regarding Migrant Farmworkers and Their Families | p. 80 |
| The Case of Jesus Gonzalez | p. 83 |
| Using the Case Decision-Making Scaffold | p. 87 |
| Recognize the Problem | p. 87 |
| Reframe the Problem | p. 88 |
| Search for Alternatives | p. 90 |
| Develop and Implement Plan of Action | p. 91 |
| Evaluate Progress | p. 94 |
| Follow-Up on Jesus Gonzalez | p. 95 |
| Evaluation of Follow-up to the Case of Jesus Gonzalez | p. 96 |
| References | p. 98 |
| Case Studies in Diversity | |
| Race and Ethnicity | p. 99 |
| Current Concepts of Race | p. 99 |
| Ethnicity | p. 101 |
| Racial and Ethnic Identity | p. 101 |
| White Identity | p. 102 |
| Children of Mixed Race/Ethnicity | p. 104 |
| Racism | p. 106 |
| Resisting Racism | p. 108 |
| The Case of Jim Peterson | p. 109 |
| The Case of Lisa Golden | p. 112 |
| References | p. 116 |
| Culture and Language | p. 118 |
| Definition of Culture | p. 119 |
| Definition of Language | p. 120 |
| Cultural and Linguistic Difference | p. 121 |
| Deficiency Orientation | p. 122 |
| Difference Orientation | p. 122 |
| Social Reconstructionist Orientation | p. 122 |
| Implications for Education | p. 123 |
| Native American Mascots | p. 123 |
| English Language Learners | p. 125 |
| The Case of the Onteora Indian | p. 128 |
| The Case of Fome Qureshi | p. 137 |
| References | p. 144 |
| Poverty and Socioeconomic Class | p. 146 |
| Expectations and Realities | p. 146 |
| Current Facts | p. 148 |
| Who Are the Poor? | p. 151 |
| Migrant Families | p. 152 |
| Homeless Families and Children | p. 153 |
| Impact of Poverty on School-Aged Children | p. 154 |
| Impact on Brain Development | p. 154 |
| State and Federal Provisions | p. 155 |
| Welfare Changes | p. 155 |
| What Can Schools Do? | p. 157 |
| The Case of Maria Ramirez | p. 158 |
| The Case of Sue Wilson | p. 164 |
| References | p. 168 |
| Exceptionality | p. 169 |
| Issues of Definition, Identification, and Appropriate Programs | p. 169 |
| The Inclusion Controversy | p. 172 |
| Creating Inclusive Schools for Students with Disabilities | p. 174 |
| Issues in the Education of Students Who Are Gifted and Talented | p. 176 |
| Causes of Underrepresentation | p. 176 |
| Teacher Attitudes and Family Involvement | p. 177 |
| Programming for Gifted and Talented Students | p. 177 |
| Issues in the Education of Students with Attention Deficit Hyperactivity Disorder | p. 179 |
| The Case of Selina James | p. 181 |
| The Case of Matthew Simpson | p. 186 |
| References | p. 190 |
| Gender by Terry Murray and Lorraine S. Taylor | p. 194 |
| Issues in Gender | p. 194 |
| Females and Mathematics | p. 194 |
| Socialization Practices | p. 196 |
| Teacher Attitudes, Beliefs, and Behaviors | p. 197 |
| Affective Variables | p. 198 |
| Parental Involvement | p. 199 |
| Minority Females and Mathematics | p. 200 |
| Negative Attitudes and Perceptions | p. 200 |
| Poor Academic Performance | p. 201 |
| Insufficient Course and Extracurricular Preparation | p. 201 |
| Limited Knowledge of Mathematics and Science Professions | p. 202 |
| Peer Influence | p. 202 |
| African American Females and Mathematics | p. 203 |
| The Foundations of Boys' Work | p. 205 |
| Educational and Social Indicators of Boys' Problems | p. 206 |
| A Critical and Relational Approach to Boys' Work | p. 207 |
| Boys and Literacy | p. 208 |
| The Case of Cassie Brown | p. 210 |
| The Case of Justin Healy | p. 215 |
| References | p. 220 |
| Sexual Orientation by Jane M. Sileo and Catherine R. Whittaker | p. 223 |
| Risk Factors for GLBT Students | p. 224 |
| Characteristics of GLBT Youth | p. 225 |
| Gay Teachers | p. 226 |
| Rationale for a School and Community Response | p. 227 |
| Staff Training and Resources | p. 229 |
| Curriculum Issues | p. 229 |
| School and Community Support Groups and Programs | p. 232 |
| The Case of Renee Fischer | p. 233 |
| The Case of Sam Meyers | p. 240 |
| References | p. 243 |
| Religion | p. 247 |
| Religious Diversity in the United States | p. 248 |
| Why Religion Is an Issue in Public Schools | p. 249 |
| Failed Models of Religion in the Public School | p. 250 |
| The Civil Public School | p. 251 |
| Current Religious Issues in the Public Schools | p. 251 |
| Consensus Issues | p. 252 |
| Controversial and Emerging Religious Issues in the Public Schools | p. 255 |
| The Case of The Higher Ground Academy | p. 265 |
| References | p. 270 |
| Index | p. 273 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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