2007 - College of Education - Florida International University

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Epstein, J. L. (1990). School and family connections: Theory, research, and implications for integrating sociologies of education and family. Marriage and Family Review, 15, 99- 126. Gallup, G. H. (1986). The 18 th annual gallup poll of the public’s attitude toward public schools. Phi Delta Kappan, 68, 43-59. Gaudelli, W. (2003). World class: Teaching and learning in global times. Mahwah, NJ: Lawrence Erlbaum. Glenn, J. (2002). Learning in deed: The power of service-learning for American schools. The National Commission on Service Learning. New York: Author. Goodlad, J. I. (1986). The learner at the world’s center. Social Education, 50, 430-433. Hanvey, R. (1982). An attainable global perspective. Theory Into Practice, 21, 167-197. Huntington, S. (2003). The clash of civilizations and the making of world order. New York: Simon and Schuster. International Education Summit. (2005). Global literacy for Wisconsin The 2005 International Education Summit. Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366. Kirkwood, T. (2001). Our global age requires global education: Clarifying definitional ambiguities. Social Studies, 92, 10-16 Leu, D. J., Jr., & Kinzer, C. K. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly, 35, 108- 127. Merryfield, M. (1998). Pedagogy for global perspectives in education: Studies of teachers’ thinking and practice. Theory and Research in Social Education, 26, 342-379. Merryfield, M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global connectedness A study of the lived experiences in making of multicultural and global educators. Teaching and Teacher Education, 16, 429-443. Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge: Harvard University Press. Pajares, M. F. (1992) Teachers’ beliefs and education research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Pike G., & Selby, D. (1988). Global teacher global learner. London: Hodder and Stoughton. Pike, G., & Selby, D. (2000). Global education as transformative education. Retrieved 26 July, 2006, from www.citzens4change.org Schukar, R. (1993). Controversy in global education: Lesson for teacher educators. Theory Into Practice, 32, 52-57. Steiner, M. (1992). Evaluating active learning. World Studies, 24, 8-13. Tucker, J.J. (1991). Global education partnerships between schools and universities. Yearbook of Association for Supervision and Curriculum Development, 109-124. Tye, K. (Ed.). (1990). Global education: From thought to action. Yearbook of the Association for Supervision and Curriculum Development. Tye, B. B., & Tye, K. A. (1992). Global education: A study of school change. Albany: State University of New York Press. Werner, W. (1991). Contradictions in global education. Paper presented at the annual meeting of the American Forum of Global Education, Hartford, CT. 17
Culturally Appropriate Authentic Assessments: Exploring the Use of Authentic Assessments for African American Children at Risk for Special Education in Urban Settings Delsue Frankson and Cheryl White-Lindsey Florida International University, USA Abstract: Authentic assessments provide an alternative to informal and formal assessments which may reduce the number of African Americans in special education programs. This literature review will explore the use of authentic assessment for at risk students in special education programs in urban settings. Learning disability and emotional disorders continue to be overrepresented in minority children and have become a national dilemma that occurs in urban educational settings. Learning disability is “an inability to learn at an expected rate despite the fact that they [children] have experienced traditionally adequate instructional programs and typically have process-oriented deficits, as opposed to effect-oriented deficits” (Bernstein & Tiegerman, 1993, p. 328). Emotional disorders include “children or youth with schizophrenia, affective or anxiety disorders, in which behavioral or emotional responses of the individual in school are so different from his/her generally accepted, age appropriate, ethnic or cultural norms that they adversely affect performance in a variety of areas” (National Association of School Psychologists, 2005). The most prominent group of minority students placed in special education classes are African Americans, followed by Hispanics. For the purpose of this literature review the term African American refers to black students of African or Caribbean decent, born in the United States, who refer to themselves as black, non-Hispanic. African American students are 2.9 times more likely than White students to be labeled mentally retarded, 1.9 times more likely to be labeled emotionally disturbed, and 1.3 times more likely to be labeled having a learning disability (National Alliance of Black School Educators & ILIAD Project, 2002). The educational status of African Americans in urban schools has continually received scrutiny, due in part to the deplorable status these schools. Urban schools have low retention rates and test scores, comparatively poor grades, and disproportional representation of minorities in special education (Harris, Brown, Ford, & Richardson, 2004). This over-representation of African American students in special education has been a concern for over three decades; however, the attempts of the educational system to address and modify this problem have failed. African Americans have been placed and maintained in special programs based on their perceived abilities rather than the actual abilities to interact within social constructs, including academic, behavioral, linguistic, and/or emotional. Referrals to special education are more than likely initiated during the elementary school years and are often based on formal and informal assessments and teachers’ misunderstanding of students’ cultural needs (Losen, Orfield, & Harvard Civil Rights Project, 2002). African Americans display the academic behaviors that do not emulate their non-minority peers; African Americans are more expressive, verbal, field dependent (in that they require contextual instruction), relational, and affectively oriented. African American students are expected to perform and test within a culture they may have little or no understanding of (Daunic, Correa, Reyes-Blanes, & Maria, 2004) and are expected to meet the same expectations as their peers from other cultural backgrounds. As a result, these students become frustrated, develop self-doubt stigmas, feel lost, and intimidated when instructed and Frankson, D., & White-Lindsey, C. (2007). Culturally appropriate authentic assessments: Exploring the use of authentic assessments for African American children at risk for special education in urban settings. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings of the Sixth Annual College of Education Research Conference: Urban and International Education Section (pp. 18-23). Miami: Florida International University. http://coeweb.fiu.edu/research_conference/
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Page 41 and 42: Global Literacy: Challenges, Choice
Page 43 and 44: cultures, whether they are Eurocent
Page 45: contact with schools. The most impo
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Page 57 and 58: Method Data for this research will
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Page 63 and 64: mathematics. Finally, the most impo
Page 65 and 66: Hilton, P. (1980). Math anxiety: So
Page 67 and 68: esearchers have begun analyzing and
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Page 83 and 84: Summary This study of African Ameri
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Page 91 and 92: Review of Research on Spiritual and
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Special Education Teachers: What Ke
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Evidence suggests that overwhelming
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layers of complexity surrounding th
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Social Justice as a Disposition for
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As a conceptual framework, social j
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Johnson, K. C. (n.d.). History of D
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Furman and Shields (2005) argue the
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discussed a commitment to recruit t
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Freire, P. (1998). Pedagogy of free
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With the growth of athletic trainin
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motives of followers. Transformatio
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5. Mangus B. The evolving roles of
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Literacy practices and Discourses o
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Critical Ethnographic Research Crit
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Mercer (Eds.), Language, literacy a
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significance as it evaluates the ex
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to the best of their abilities. The
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Labor Force Statistics, 2005). Prac
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Cornman, J., & Kingson, E. R. (1998
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Cross-Cultural Mentoring: Explorati
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esearch questions. Papers that prov
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References Allport, G. (1954). The
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Emotions and Their Effect on Adult
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are reacting. Our minds respond cog
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at the construction of emotions in
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A Case Study of the Assignment of W
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truancy, suspension, expulsion, and
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withdrawal code W23, no other code
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Stereotype Threat and the Standardi
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shifts in quantitative performance.
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Hallowell, 2002). Even in luxury ho
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every one of the interview particip
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Journal of Hospitality Management,
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