Leadership for Increasingly Diverse Schools

2020 ◽  
Author(s):  
George Theoharis ◽  
Martin Scanlan
Keyword(s):  
Diverse Schools

The Search for Racially Diverse Schools: Understanding How a Diverse State Lacks Diverse Campuses

2021 ◽  
pp. 004208592199842
Author(s):  
Paige Tooley ◽  
Erin Atwood
Keyword(s):  
High Schools ◽  
Spatial Analysis ◽  
Demographic Data ◽  
Critical Race ◽  
Racially Diverse ◽  
Diverse Schools

The purpose of this research is to examine the prevalence of racially diverse high schools in order to understand the conditions that create or inhibit the existence of diverse and equitable schools. We analyzed Texas state demographic data for schools in order to understand the scarcity of racially diverse campuses. We then utilized mapping and Critical Race Spatial Analysis (CRSA) to better understand the context, geography, and history that creates or eliminates space for diverse high schools. This work highlights the need for race-conscious policies around attendance, zoning, and choice programs that promote diversity and equitable practices.

Book Review: Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools

2016 ◽  
Vol 196 (3) ◽  
pp. 52-53
Author(s):  
Nonie K. Lesaux ◽  
Emily Phillips Galloway ◽  
Sky H. Marietta ◽  
Dinh Phan
Keyword(s):  
Linguistically Diverse ◽  
Literacy Skills ◽  
Diverse Schools

scholarly journals Al Khawarij dan Al Murjiah Sejarah dan Pokok Ajarannya

2017 ◽  
Vol 3 (1) ◽  
pp. 285-300
Author(s):  
Syandri
Keyword(s):  
Internal Conflicts ◽  
Early Emergence ◽  
Extreme Groups ◽  
Diverse Schools

The emergence of diverse schools in Islam began with the assassination of Uṡman bin Affan. These groups were basically one of the decline causes in the Moslem, and the frst emerging group among all other groups was Khawarij, a group with Takfr ideology that is to accuse great sinner of apostasy. This ideology is indeed an extreme one. However, another contradicted extreme group appeared that is known as Murji’ah with its doctrine believing that the sins will not give any influence towards the faith of a Moslem. Therefore, this study will illustrate the origins and the doctrines of both extreme groups, and among the results, it can be inferred that these groups continuously experienced internal conflicts since their early emergence during the reign of caliph Uṡman bin Affan until the formation of varioussects of each groups.

scholarly journals Intercultural learning in diverse schools: obstacles, opportunities, and outlooks

2018 ◽  
Vol 42 (3) ◽  
pp. 75-85
Author(s):  
Thor-André Skrefsrud
Keyword(s):  
Critical Thinking ◽  
Critical Examination ◽  
Future Prospects ◽  
Technical Issue ◽  
Intercultural Learning ◽  
The Future ◽  
Diverse Schools

The emergence in recent years of the concept of intercultural learning has raised questions about how the notion relates to a pedagogy that fosters openness, exploration, and critical thinking. In this article, the author provides a critical examination of a conventional understanding of intercultural learning to clarify its construction and to elucidate its instructional implications. Central to this alternative is a pedagogy that acknowledges students’ former experiences and competencies without making cultural predictions. Instead of reducing the process of understanding to a technical issue, this paper advocates the integration of intercultural learning in schools by connecting the curriculum to students’ lives and identities. This paper ends with a consideration of the future prospects of intercultural learning, suggesting more research on how intercultural learning actually takes place in schools and society.

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

Stable or Changing? Racial/Ethnic Compositions in American Public Schools, 2000 to 2015

2019 ◽  
Vol 121 (9) ◽  
pp. 1-36
Author(s):  
Siri Warkentien
Keyword(s):  
Elementary Schools ◽  
Low Income ◽  
Student Population ◽  
Ethnic Composition ◽  
School Level ◽  
Racial Change ◽  
School Diversity ◽  
Public Elementary Schools ◽  
Diverse Schools ◽  
Racial Ethnic

Background/Context Trends in district and metropolitan school segregation over the past several decades have been well documented, but less attention has focused on the racial/ethnic composition changes at individual schools that generate aggregate trends. These shortcomings limit our ability to understand complex and dynamic patterns of racial/ethnic change within schools, which may in turn prevent policy interventions that could increase school diversity and direct needed educational resources to schools. Purpose/Objective/Research Question/Focus of Study This study identifies distinct trajectories of racial/ethnic change occurring in public elementary schools between 2000 and 2015 and describes the characteristics and prevalence of each trajectory. In addition, the study examines how initial levels of school poverty are associated with membership in different trajectories. Research Design This secondary data analysis relies on data from the National Center for Education Statistics Common Core of Data (CCD) and employs latent class growth analysis. Findings/Results Despite the rapidly changing demographics of the overall student population, approximately 45% of all public elementary schools in the sample had stable racial compositions between 2000 and 2015. Close to half of the remaining schools, about 25% overall, experienced racial change at such a pace that they will be completely minority isolated within the next several decades if the pace continues. In the remaining schools, the pace of racial change is sufficiently slow to maintain diverse schools for many decades. Schools experiencing rapid Hispanic growth tend to have initially higher proportions of low-income students, indicating where racial change may likely occur and where schools will become racially and socioeconomically isolated without proactive policies in place. Conclusions/Recommendations Results suggest that absent intentional interventions that target the type of change trajectories being experienced at the school level, the overall increasing diversity of the student population will not likely lead to sustainably diverse schools for the majority of students. Providing the benefits of a non-racially isolated education for all children is possible, but we must first identify the school trajectories of change and stability, then determine the most appropriate strategy for improving school diversity, and finally provide the resources and policies needed to foster and maintain diverse schools that are inclusive of all students.

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