Acknowledgements Section 1. Foundations 3 Chapter 1. Introduction: How to Use this Manual.. ................... Chapter 2. How Do We Understand Difference?. ...................... 17 Section 2. Dimensions of Difference: Culture, Socioeconomic Status, Race, Ethnicity, Language, and Parental Partnership 29 Chapter 3. Cultural Values and Worldview.. ............................ Chapter 4. Socioeconomic Status.. ....................................... 4 1 ............................................ 5 1 Chapter 5. Race and Ethnicity.. Chapter 6. Language in the Classroom.. .................................. 67 Chapter 7. Working with Diverse Families: Parental Partnership in Education.. ........................................ 8 1 viii Table of Contents Section 3 . Dimensions of Difference: Gender Chapter 8 . Gender ............................................................ Chapter 9 . Sexual Orientation and Youth ................................. Section 4 . Other Challenges to Diversity Chapter 10 . Bullying in Schools ............................................. Chapter 1 1 . Creating Community through Classroom Management .. Chapter 12 . Child Abuse and Resilience .................................. Section 5 . Understanding Exceptional Microcultures Chapter 13 . Exceptional Microcultures: Dealing with Trauma ...... Chapter 14 . Exceptional Microcultures: Youth with Emotional Disturbance- Childhood Depression. Eating Disorders .................. Chapter 15 . Exceptional Microcultures: How to Make a Referral .. Section 6 . Conclusion Chapter 16 . Conclusion: The Multicultural Educator .................. Selected Bibliography ...................................................... Glossary of Terms ........................................................... Appendix A . Sample Course Syllabus .................................... Appendix B . Educational Intervention Proposal Paper ................. Index ............................................................................ Diversity Training for Classroom Teaching: A Manual for Students and Educators is an excellent guide for preparing responsive teachers, capable of exploring the roots of a wide variety of types of diversity and acting with knowledge and sensitivity to improve student learning and self-efficacy.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

In Teaching to Diversity, Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions: How do I make inclusion work for ALL students? What are the foundational best practices of a truly inclusive learning community? How does one create such a community? The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes: Block One, Social and Emotional Learning details ways to build compassionate learning communities (K-12) in which all students feel safe and valued, and develop a positive self-concept, sense of belonging, and respect for diverse others. Block Two, Inclusive Instructional Practice includes a framework for planning units from K-12, and explains instructional and management practices for teaching, assessing, grading, and reporting in UDL Classrooms. Block Three, Systems and Structures suggests strategies for creating inclusive learning communities, and explores ways in which resource teachers, student services personnel, and school administrators can support and create socially and academically inclusive schools and classrooms. The three-block model of UDL can empower educators with the knowledge, skills, and confidence required to teach diverse learners in the same classroom--including those who have previously been excluded. Ultimately, it is about creating classrooms and schools that heal by teaching to the heart, mind, and spirit of every student.

This accessible text focuses on diversity in education and the inclusion of all children and young people in all aspects of the school or college community. It provides an introduction to policy, theory and practical strategies in relation to diversity in education for practitioners, researchers and policy makers. The fully revised and updated chapters discuss recent debates, research studies and current initiatives, particularly relating to teaching and learning, and conclude with key questions for student reflection. Topics include: Inclusive education ethnic and cultural diversity challenging behaviour bullying gender identity and sexuality Gypsy, Roma and Traveller children special educational needs listening to parents religious and cultural diversity disability and human rights children and young people who are refugees or seeking asylum Reflecting on legislative duties, personal values and the importance of listening to the voice of all learners, particularly those who may experience disadvantage or discrimination in educational settings, Teaching and Learning in Diverse and Inclusive Classrooms is a key resource for initial teacher training programmes and professional development courses.

Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.

Inclusivity and Equality in Performance Training focuses on neuro and physical difference and dis/ability in the teaching of performance and associated studies. It offers 19 practitioners’ research-based teaching strategies, aimed to enhance equality of opportunity and individual abilities in performance education. Challenging ableist models of teaching, the 16 chapters address the barriers that can undermine those with dis/ability or difference, highlighting how equality of opportunity can increase innovation and enrich the creative work. Key features include: Descriptions of teaching interventions, research, and exploratory practice to identify and support the needs and abilities of the individual with dis/ability or difference Experiences of practitioners working with professional actors with dis/ability or difference, with a dissemination of methods to enable the actors A critical analysis of pedagogy in performance training environments; how neuro and physical diversity are positioned within the cultural contexts and practices Equitable teaching and learning practices for individuals in a variety of areas, such as: dyslexia, dyspraxia, visual or hearing impairment, learning and physical dis/abilities, wheelchair users, aphantasia, attention-deficit/hyperactivity disorder and autistic spectrum. The chapter contents originate from practitioners in the UK, USA and Australia working in actor training conservatoires, drama university courses, youth training groups and professional performance, encompassing a range of specialist fields, such as voice, movement, acting, Shakespeare, digital technology, contemporary live art and creative writing. Inclusivity and Equality in Performance Training is a vital resource for teachers, directors, performers, researchers and students who have an interest in investigatory practice towards developing emancipatory pedagogies within performance education.

Addresses ways in which culture influences communication in the classroom & provides teachers with information they need to meet the needs of students in multicultural classrooms. This title is suitable for students & scholars in instructional communication.