GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet

KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 8300 Critical Multicultural and Global Education
Department Secondary and Middle Grades Education
Degree Title (if applicable) Ed.D. in Teacher Leadership for Learning
Proposed Effective Date Fall 2013
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
_____
Date
Department Curriculum Committee Date
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Vice President for Academic Affairs Date
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
___
Class Hours
3____Laboratory Hours___0___Credit Hours____3___
Prerequisites Admission to Doctoral Program
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___EDUC 8300_________________
Course Title _______ EDUC 8300 Critical Multicultural and Global Education
Class Hours
3 ____Laboratory Hours____0___CreditHours___3_____
Prerequisites Admission to Doctoral Program
Description (or Proposed Degree Requirements)
This course offers a theoretical, historical, and practical foundation in critical multicultural
and global education. Candidates will gain an understanding of how structures, policies, and
practices of schools in U.S. and global contexts tend to perpetuate discriminatory inequities
by their effects on students and teachers. Candidates will examine their own identities,
cultural assumptions, and instructional practices to enact a philosophy of teaching that
disrupts deficit discourses and ensures equitable outcomes for all learners.
III.
Justification
Due to changes in PSC rules for teacher certification which led to name changes in most of our
EDD and EDS programs, the original Adolescent Education program was divided into two
primary areas with resultant name changes: Middle School Education and Secondary
Education. As a result, the prefix to our courses had to be changed either to EDUC for courses
that could be used outside our program area or EDSM for courses that pertain exclusively to
middle schools and secondary schools.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
I.
Course Number: EDUC 8300
Course Title:
Critical Multicultural and Global Education
College:
Bagwell College of Education
Semester:
Fall 2013
Room:
II.
Instructor:
Dr.
KH
Email address:
Phone:
Office Hours: By appointment
III.
Class Meetings:
IV.
Texts & Readings:
Kumashiro, K. (2009). Against common sense: Teaching and learning toward social justice.
New York: Routledge.
Lawrence-Lightfoot, S. (2004). The essential conversation: What parents and teachers can
learn from each other. New York: Ballantine Books.
Sleeter, C.E. (2005). Un-Standardizing curriculum: Multicultural teaching in the standards based classroom. New
York: Teachers College Press.
Brown, L. (2011). World on the Edge: How to prevent environmental and economic collapse. http://www.earthpolicy.org/images/uploads/book_files/wotebook.pdf
Sleeter, C. (2003). Teaching globalization. Multicultural Perspectives, 5(2), 3-9.
Gibson, M. L. (2010). Are we “reading the world”? A review of multicultural literature on globalization.
Multicultural Perspectives, 12(3), 129-137.
Mansilla, V. & Gardner, H. (2007). From teaching globalization to nurturing global
consciousness. In Suarez-Orozco, M. (Ed), Learning in the global era: International perspectives on
globalization and education (pp. 47-66). Berkeley:
University of California Press.
McLaren, P. & Farahmandpur., (2001). Teaching against globalization and the new
imperialism: toward a
revolutionary pedagogy. Journal of Teacher Education,
52(2), 136-150
Merryfiled, M. (2011). Teaching social issues from a global perspective. In S. Totten & Pedersen, J. (Eds).
Teaching and studying social issues: Major programs and approaches. (pp.195-216). Information Age
Publishing.
Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78 (2), 330 - 363.
Ukpokodu, N. (1999). Multiculturalism vs. globalism, Social Education 63 (5), 298-300.
Wilson, A. (1998). Oburoni outside the whale: Reflections on an experience in
Ghana. Theory and Research in Social Education, 26, 410-429.
Zong, G., Wilson, A. & Quashigah, Y. (2008). Global education. In L. Levstik, & C. Tyson (Eds). Handbook of
research in social studies education (pp. 197-216). New York: Routledge.
V. Catalog Course Description:
This course offers a theoretical, historical, and practical foundation in critical multicultural and global
education. Candidates will gain an understanding of how structures, policies, and practices of schools in U.S.
and global contexts tend to perpetuate discriminatory inequities by their effects on students and teachers.
Candidates will examine their own identities, cultural assumptions, and instructional practices to enact a
philosophy of teaching that disrupts deficit discourses and ensures equitable outcomes for all learners.
VI. Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level leaders for learning and facilitators of the teaching and
learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices
across the college and university and extends collaboration to the community-at-large. Through
this collaboration with professionals in the university, the public and private schools, parents and
other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in
bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, and create WWW resources.
VII. Policies:
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context. These diversity issues will be directly explored in the Impact on Student Learning Assignment.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Professionalism- Academic Honesty:
KSU expects that graduate students will pursue their academic programs in an ethical, professional manner.
Candidates are responsible for knowing and adhering to the guidelines of academic honesty as stated in the graduate
catalog. Any candidate who is found to have violated these guidelines will be subject to disciplinary action
consistent with university policy. For example, plagiarism or other violations of the University’s Academic Honesty
policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since class meets only once a week, failure to attend class will likely impact your
performance on assignments and final exams. Please be prepared with all readings completed prior to class. We
depend on one another to ask pertinent and insightful questions. Finally, please turn off all cell phones. A ringing
phone and the resulting conversation is a nuisance and an unprofessional interruption in the flow of the class.
IRB Policies Relating to Student Researchers (KSU Candidates) in Educational Settings
KSU Requirements:
Research projects that are conducted in public school settings and involve human subjects in activities which are
considered “normal educational practices” (See 45 CFR 46.101 (b) in the federal guidelines) may be exempted from
Continuing IRB review. The KSU Institutional Review Board (IRB), not faculty members or student-researchers,
determines if a project meets the criteria for exemption. The research may qualify for an exemption even if the
findings and outcomes from such research are placed in online portfolios for KSU academic programs or presented
on occasions required for such programs (e.g., class sessions, capstone presentations).
The KSU IRB requires that the relevant faculty member complete a short form, including a description of the
assigned research project. This applies to the Impact on Student Learning Assignment.
The policy and procedures outlined above do not cover theses, dissertations, or extended research projects from
the M.Ed., Ed.S. and Ed.D. programs but rather refer to assigned research projects contained within individual
courses.
Additional Requirements for Student-Researchers Carrying Out Course-based Research
Student-researchers who conduct projects at variance from or extending beyond a class assignment must consult
with their faculty instructor about securing KSU IRB approval and must contact any IRB-type organization available
in their own workplace setting.
For those in teacher education, it is important to remember that every district has a federally mandated
requirement for IRB review of proposals for conducting research in public schools. It is up to each studentresearcher to learn the appropriate IRB procedures to be followed in his/her district. More specifically, KSU
teacher education candidates are required to complete district-level IRB forms or to follow accepted policies
and gain approval in writing, consistent with school/district guidelines, prior to beginning any assigned
research project.
Once school district IRB approval is obtained, Kennesaw State University will honor the approval by submitting a
copy of the county proposal, approval and Human Participants Online Certificate to the KSU IRB Committee.
Course Objectives: The Professional Teacher Education Unit prepares expert teachers and leaders who understand
their disciplines and principles of pedagogy, who reflect on practice, and who apply these understandings to making
instructional decisions that foster the success of all learners.
Objectives:
1. Candidates will reflect on the influence of their own cultural identities on their teaching
practices.
2. Candidates will demonstrate an understanding of connections among the social,
economic, historical, political, and global contexts of schooling and student learning.
3. Candidates will interrogate power and privilege as they operate in schools and their own
classrooms.
4. Candidates will demonstrate an understanding of the connections among culture,
language, and learning.
5. Candidates will examine theories related to educational equity including privilege and
marginality, curriculum standardization, asset and deficit models of instruction, and
social justice.
6. Candidates will recognize intersections between multicultural education and global
education.
7. Candidates will analyze globalization and its effects on teaching and learning.
8.
Candidates will utilize the funds of knowledge approach to examining family and community engagement
that supports and enhances student learning.
VIII.
Course Objective
PSC
Standard
NCATE
Standard
Ed.S/Ed.D
Outsomes?
Experience/Assignment
1.
2.
3.
4.
5.
6.
NOTE: INSERT PERFORMANCE OUTCOMES CHART HERE!!!!
IX. Course Requirements and Assignments
By means of research, reflection, analysis, and synthesis, students engage in rigorous coursework through which
they might achieve their goals as self-directed, self-regulated learners. I expect my students to submit thoughtful,
quality work in which they demonstrate a commitment to excellence. They should exhibit proficiency of content,
practice, and scholarship within the field of curriculum and instruction. I structure course requirements to include
diverse research-based projects, reflective activities, evaluative discussion (both written and oral) on readings, and
field experiences. The course design—activities and teaching strategies—reflect the high standards I hold for my
students and that I expect them to hold for themselves as scholars and practitioners, and subsequently for their own
students.
X. Evaluation and Grading
1. Reading responses (30%) 2. Autobiographical inquiry about cultural identities (30%) 3. Synthesis project (40%) Grading Scale:
93% - 100% = A
85 % - 92 % = B
77 % - 84% = C
69 % - 76 % = D
Below 69 % = F
Assignments:
Reading Response Assignments (30%)
You are expected to read all class assignments by the date noted on the course calendar and to be prepared to discuss
them in class. For each class session, you will write two pages of typed notes on the readings for the day. Your
notes should include:
•
•
•
•
analysis of key concepts, ideas, and perspectives that appear in the course readings
exploration of the issues you find most compelling
questions that will help you and your classmates develop further understanding of the readings
page references for the material you question, analyze, and reflect on.
You are not required to complete this assignment on the days that you give a 5-7 minute presentation about the
readings (see “Presentations” below).
Format: 12 pt, Times New Roman, 1-inch margins
Autobiographical Inquiry Project
You will complete a two-part autobiographical inquiry project in which you share important important cultural
influences and analyze those influences with course readings.
Synthesis Project
You will complete an analysis that relates to course topics.
Possible suggestions include the following:
Attendance and Participation
Class discussion is a crucial part of this course, so it essential that you are present and prepared for each class.
Success in the course requires thoughtful and engaged participation in the course activities.
Please notify me in advance if you are unable to attend class. If you miss more than two days of class, your grade
will be lowered. Excessive tardiness will also lower your grade. Extensive absences will result in an incomplete or
failure in the course.
Missing class does not excuse you from turning in assignments on time. When an assignment is turned in late, it
will be lowered one grade. The grade for the assignment will again be lowered for each subsequent week the
assignment is late.
Course Calendar
Tentative Class Schedule—Subject to Change with Written Notice on GeorgiaVIEW
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Topic
Introductions
Review of Syllabus
Cultural Identities
Power/Privilege/Equity
Power/Privilege/Equity
Language, Power, Culture, and Learning
Teaching for Social Justice
Teaching for Social Justice
Globalization
Transnational Identities, Multicultural Classrooms
Global Education
Global Education
Intersections between Multicultural Education and Global Education
Family and Community Engagement
Family and Community Engagement
Synthesis Project
XI. References and Additional Readings
Adler, M.J. (1982). The Paideia proposal. NY: Collier.
Allen, J. (2007). Creating welcoming schools: A practical guide to home-school partnerships with diverse
Families. New York: Teachers College Press.
Angelou, Maya. (1983). I know why the caged bird sings. New York: Doubleday.
Banks, J.A. (2002). An introduction to multicultural education. Boston: Allyn & Bacon.
Banks, J.A. & McGee Banks, C.A. (Eds.). (2000). Multicultural education: Issues and perspectives.
New York: John Wiley & Sons, Inc.
Bennett deMarrais, K. (1999). Colonization of the self: The construction of gender in patriarchal, capitalist
America. In D.A. Gabbard (Ed.). Power/knowledge and the politics of educational meaning: A teacher’s
guide. Mahwah, NJ: Lawrence Erlbaum Associates.
Bigelow, B., Christensen, Karp, S., Miner, B., & Peterson, B. Rethinking our classrooms: Teaching for equity and
justice. Milwaukee: Rethinking Schools.
Blum, L. (2004). Antiracism, multiculturalism, and interracial community: Three educational values for a
Multicultural society. In Heldke, L. and O’Connor, P. (Eds.). Oppression, privilege, & resistance:
Theoretical perspectives on racism, sexism, and heterosexism. Boston: McGraw-Hill.
Bybee, R. (1997). Achieving scientific literacy. Portsmouth: Heinemann.
Campbell, D.E. (2000). Choosing democracy: A practical guide to multicultural education. Columbus, OH:
Merrill/Prentice Hall.
Carbado, D. (2004). Straight out of the closet: Men, feminism, and male heterosexual privilege. In Heldke, L. and
O’Connor, P. (Eds.). Oppression, privilege, & resistance: Theoretical perspectives on racism, sexism,
and heterosexism. Boston: McGraw-Hill.
Bybee, R. (1997). Achieving scientific literacy. Portsmouth: Heinemann.
Cushner, K., McClelland, A., Safford, P. (2003). Human diversity in education: An integrative approach.
New York: McGraw-Hill.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
Finders, M. Just girls: Hidden literacies and life in junior high. NY: Teachers College Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers
College Press.
Gollnick, D.M. and Chinn, P.C. (2002). Multicultural education in a pluralistic society. Columbus, OH:
Merrill/Prentice Hall.
Gorski, P.C. (2001). Multicultural education and the internet: Intersections and integrations. New York:
McGraw-Hill.
Grant, C.A., & Gomez, M.L. (2001). Campus and classroom: Making schooling multicultural. Columbus, OH:
Merrill/Prentice Hall.
Gunderson, Lee. (2000). Beginning to create the new literacy classroom: What does the new literacy look
like?.Journal of Adolescent & Adult Literacy, 43, 710-718.
Heward, W.L. (2006). Exceptional children (8th ed.). Merrill.
Hirsch, E.D. (1988). Cultural literacy: What every American needs to know. NY: Vintage.
Howard, A. (2005). Lessons of poverty: towards a literacy of survival. Journal of Curriculum Theorizing, Winter
2005, 73-82.
Howard, G. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. New York:
Teachers College Press.
Jimenez, F. (1997). The circuit. Albuquerque: University of New Mexico Press.
Jimenez, R.T. (April/May/June 1999). Conversations: Latina and Lationo researchers intreact on issues related
to literacy learning. Reading Research Quarterly, 34, 217-230.
Johnson, A.G. (2005). Privilege, power, and difference (2nd Ed.). Boston: McGraw-Hill.
Kailin, J. (2002). Antiracist education: From theory to practice. New York: Rowman & Littlefield.
Kohn, A. (1999). The schools our children deserve: Moving beyond traditional classrooms and “tougher
standards.” Boston: Houghton Mifflin.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. NY: Crown.
Kumashiro, K. (Ed.). (2001). Troubling intersections of race and sexuality. Lanham, MD: Rowman and
Littlefield.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American Children.
New York: Jossey-Bass.
Marshall, P.L. (2002). Cultural diversity in our schools. Belmont, CA: Wadworth.
McIntosh, P. (2004). White privilege and male privilege: A personal account of coming to see correspondences
through work in women’s studies. . In Heldke, L. and O’Connor, P. (Eds.). Oppression, privilege, &
resistance: Theoretical perspectives on racism, sexism, and heterosexism. Boston: McGraw-Hill.
McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education.(4th Ed.).
Boston: Allyn and Bacon.
McLaren, P. & Munoz, J. (2000). Contesting whiteness: Critical perspectiv on the struggle for social justice.
In Ovando, C. and McLaren, P. (Eds.). The politics of multiculturalism and bilingual education: Students
and teachers caught in the cross-fire, pp. 22-49. Boston: Mcgraw-Hill.
Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers
College Press.
Newkirk, T. (2002). Misreading masculinity: Boys, Literacy, and Popular Culture. Portsmouth, NH: Heinemann.
Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education.. New York: Longman.
Noel, J. (2000). Developing multicultural educators. Long Grove, IL: Waveland Press.
O’Reilly, P., Penn, B., & Bennett deMarrais, K. (Eds.). (2001). Educating young adolescent girls. Mahwah, NJ:
Lawrence Erlbaum Associates.
Pacheco, M. (2004). Minority teacher recruitment, development, and retention. Harvard Educational Review,
58, 375-379.
Paley, V. (2000, 1979). White teacher. Cambridge: Harvard University Press.
Pang, V. (2002). Multicultural education: A caring centered, reflective approach. Boston: McGraw Hill.
Paratore, Jeanne R. (2001). Opening doors, opening opportunities: Family literacy in an urban community.
Needham Hts., MA: Allyn & Bacon.
Pharr, S. (2004). Homophobia: a weapon of sexism. . In Heldke, L. and O’Connor, P. (Eds.). Oppression,
privilege, & resistance: Theoretical perspectives on racism, sexism, and heterosexism. Boston:
McGraw-Hill.
Rothenberg, P.S. (2001). Race, class, and gender in the United States (5th Ed.).New York: Worth Publishers.
Ryan, P.M. (2000). Esperanza rising. New York: Scholastic.
Sadker, M. & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. New York: Simon & Schuster.
Santiago, Esmeralda. (1993). When I Was Puerto Rican. NY: Vintage.
Shannon, P. (Ed.). (2001). Becoming political, too: New readings and writings on the politics of
literacy education. Portsmouth, NH: Heinemann.
Simmons, R. (2002). Odd girl out: The hidden culture of aggression in girls. NY: Harcourt.
Sleeter, C.E. (2005). Un-Standardizing curriculum: Multicultural teaching in the standards based classroom.
New York: Teachers College Press.
Smith, J.L. (2001). Dramatic literacy. Portsmouth: Heinemann.
Spring, J. (2004). The intersection of cultures. New York: McGraw Hill.
Steinberg, S. (Ed.). (2001). Multi/intercultural conversations. New York: Peter Lang.
Stepp, L. (2000). Our last best shot: Guiding our children through early adolescence. New York: Riverhead
Books.
Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? And other conversations about
Race. New York: Basic Books.
Taylor, Denny. (1997). Multiple families, multiple literacies. Portsmouth, Heinemann.
Taylor, Denny. (1998). Family literacy. Portsmouth, Heinemann.
Taylor, Denny & Dorsey-Gaines, C. (1988). Growing up literate: Learning from inner-city families. Portsmouth:
Heinemann.
Their, M. & Daviss, B. (2002). The new science literacy. Portsmouth: Heinemann.
Tonjes, Marian. (1999). Integrated content literacy. Boston: McGraw-Hill.
Wainer, A. (2004). The new Latino south: Strategies for educators and policy makers in emerging immigrant
communities. Los Angeles: The Tomas Rivera Policy Institute.
Ward, J.V. (2000). The skin we’re in. New York: The Free Press.
Whitin, Phyllis & Whitin David. (2000). Math Is language too. Urbana, IL: NCTE.
Wise, T. (2005). White like me. New York: Soft Skull Press.
Wood, J.W. (2006). Teaching students in inclusive settings (5th Ed.). Merrill.