EDUC 2301: Introduction to Special Populations Transforming Knowledge Chapter 14 A Changing Society

Effective Models Promoting Just and Equitable Services for the Underserved and Marginalized

Characteristics of Effective Schools Public and Charter (KIPP, Uplift) High, “can do” expectations Task-oriented faculty High academic engaged time Teachers effectively manage student behavior Principal provides instructional leadership Involved parents Calm, safe, orderly, pleasant environment Copyright by Houghton Mifflin Company. All rights reserved

Curriculum Transformation Transformative knowledge growth occurs through teachers’ integration of knowledge from marginalized groups who have heretofore been silenced or, at the very least, quieted by their oppression. As our communities become more diverse, we have the responsibility to develop curriculum reflective of the families we teach. ©2012 Cengage Learning. All Rights Reserved.

Plano ISD demographics Total Students 47,161 54,683 White69%49% Asian13%21% Hispanic10%19% Black7%11% Econ. Disadv.9%24% Limited Eng. 7%12%

Kohlberg’s Levels and Stages of Moral Development

Stages of Curriculum Transformation Stage 1: The absence of the marginalized group is not noticed. Stage 2: Teachers begin a search for missing voices in their curricula. Stage 3: Teachers begin to question why they have trouble finding leaders, writers, artists, and so on who are members of marginalized groups to include in their curricula. Stage 4: Teachers recognize that to document the experiences of the marginalized means documenting everything—for marginalized people have always been a part of human life. Stage 5: Teachers ask, “How valid are current definitions of standards of excellence, historical periods, and norms of behaviors within my discipline?” They reshape organizing questions in their disciplines to account for diversity. Stage 6: Process, instead of products, is emphasized. ©2012 Cengage Learning. All Rights Reserved.

Other Models Effectively Addressing Needs of Families Early Childhood Intervention (ECI) Parents as Teachers Bridges Out of Poverty AVANTE dallas.org/site/Default.aspxhttp:// dallas.org/site/Default.aspx

Programs offering Relief in our Area City House – short term housing for children and youth Network – financial aid and services for families in Richardson Independent School District Samaritan Inn – homeless shelter in Collin County City Programs such as “Love Where You Live” Private/Public Partnerships such as Open Table

For Reflection and Discussion 1.Why it is important to challenge content and the processes by which members of dominant culture come to know information in your field of study? What is the down side of incorporating people from all cultures equally into study of a curricular subject area? 2.How can teachers help their students develop skills that will allow them to construct their own knowledge through critical analysis? 3.How can teachers assist families in ways that will help their children achieve academic goals and maximize their potential? ©2012 Cengage Learning. All Rights Reserved.