Equity in US History


Hello,

Yesterday, I gave you an illustration of inequities in US History. Today,  I have good news.!You do not have to pick any of the choices I offered you yesterday!

There is a group of researches from the School of Education at George Mason University in Virginia, who are working on what I think is a solution or perhaps an alternative for more students to have access to the US History content.

Their research is promoting literacy in US History using trade books at different reading levels (thus promoting access) while engaging students while they read this content. My observations thus far are showing me  that students who did not have access to the textbook, now do. As a result of having access, they are learning history, and as they learn history, they start to like it. I think they begin to like history because the access to the content promotes learning, and who can argue that learning is fun.

Stay tuned for more developments…

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About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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