COLLEGE OF EDUCATIONTEACHER EDUCATION DIVISION TED 506: Multicultural & Social Foundations of Education (3 units)Summer 2019

Instructor: Dr. Jeff Sapp Office: COE #1461Phone: (310) 243-3721 Office Hours: By AppointmentEmail: jsapp@csudh.edu Class Meetings: Tuesday

REQUIRED COURSE TEXTS

Au, W. (Ed.). (2014). Rethinking Multicultural Education: Teaching for Racial and Cultural Justice (2nd ed.). Milwaukee, WN: Rethinking Schools.

Additional reading materials available at www.professorsapp.com and www.jeffsapp.com

UNIVERSITY AND DEPARTMENTAL EXPECTATIONSUniversity Statement Regarding the Americans with Disabilities Act: The California State University (CSU) Policy for Provisions of Accommodations and Support Services to Students with Disabilities prohibits unlawful discrimination against students on the basis of disability in CSU Programs, services, and activities in accordance with, but not limited to, the Americans with Disabilities Act Amendments Act of 2008 (ADAAA); Sections 504 and 508 of the Federal Rehabilitation Act of 1973, as amended; and applicable California state laws. The CSU Policy is consistent with current applicable federal and state laws concerning the non-discrimination of students on the basis of disability. At California State University Dominguez Hills, the Student disAbility Resource Center office is committed to providing opportunities for higher education to students with disabilities, to increase the representation of persons with disabilities in its student enrollment, and to make its programs, activities and facilities fully accessible to persons with disabilities. This includes identification and removal of architectural barriers, consultation on course accommodations, the loan of assistive devices, advising and referral to on and off campus offices. For information call (310) 243-2028. http://www4.csudh.edu/dss/

University Statement Regarding Academic Integrity and Plagiarism: Be sure to cite all authors or developers of materials and resources using APA guidelines. Please refer to University Catalog for the full statement of the university’s policies. http://www4.csudh.edu/student-rights/academic-integrity/

Student Behavior Expectations: Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach. The instructor may require a student responsible for the disruptive behavior to leave class pending discussion and resolution of the problem and may also report a disruptive student to the Student Affairs Office (WH A-410, 310-243-3784) for disciplinary action.

Student Conduct Code Title 5, Article 2 Section 41301 http://www4.csudh.edu/student-rights/student-conduct-procedures/student-code-of-conduct

COURSE TECHNOLOGY DEMANDSOne of the goals of the University is to provide the best customer service to our students. During the past few years the university has been working to refine and ensure that any email system used by the University to communicate to students is secure and safe. As part of this process, Student email is now the primary means of communicating to all CSUDH students used by the Offices of Admissions, Financial Aid, Records and Registration and Student Financial Services.

Students in this online class are expected to: Have the ability to navigate and use Blackboard or any other course sites identified by the

professor. Have basic information and computer literacy in one of the computer formats (Windows,

Macintosh, or GNU/Linux). Have the ability to use word processing programs (e.g. Microsoft Word); all files must be

saved and uploaded in a Microsoft compatible file. Have ability to create PowerPoints and/or Prezi presentations. Have fast Internet connection such as broadband Internet (DSL, cable modem, etc.). Upload files in all computer formats (.doc, .docx, .jpeg, .ppt, .pdg, .pdf, .xps). Access and choose appropriate library and other scholarly information effectively. Be able to paraphrase concepts without plagiarizing. Maintain the minimum computer Hardware and Software requirements. Please visit

https://www4.csudh.edu/it/services/academic-technology/online-courses-tech/index for the most up-to-date Hardware and Software computer requirements.

For further assistance: http://www4.csudh.edu/it/faq-help/student

TEACHER EDUCATION DIVISIONThe Vision of the College of EducationGrounded in principles of justice, equity, and critical consciousness, we are committed to reflective, responsive, and purposeful praxis in teaching, scholarship, and leadership.  Alongside the communities we serve, we prepare critical educators to co-create and enact transformative change.The Mission of the College of EducationThrough self-examination, collective learning, and research, we construct brave spaces that foster the holistic development of educators.  Together, we challenge and dismantle systems of power and privilege in institutions of education.  We re-imagine equitable, responsive, and just learning experiences for all learners, especially those from minoritized groups within our college and in our local schools.  We are committed to advancing the following:

a justice-focused agenda the pursuit of equity innovation in teaching and learning rigorous and responsive research collaboration with professional, local, and global communities, and student-centered

partnerships belief in the limitless potential of our work, each other, and those we serve

COE Programs are accredited by the CCTC (See COE/CSUDH Website for detailed information)

REMINDER NOTE: TED Policy states that candidates must maintain a B average, with no grade lower than a C. A grade of Incomplete is given only in cases of documented grave emergenciesRESOURCES FOR STUDENTS IN NEED

Students occasionally have financial difficulties. There are a number of resources on campus that may be available to you if you find yourself in need of food, shelter, or other help. Food pantries are located in LSU 121 and SCC 148. You can find these and other resources through Toro Food Pantry on ToroLink and here: http://www4.csudh.edu/student-services/food-shelter-resources/index

COURSE DESCRIPTIONThis course is an investigation and analysis of cultural influences and constructs such as race, gender, and class to provide insight into the relationship among the individual, society, and school in U.S. education.

RESEARCHThis course is based on the research of: Anderson, M. D. (2016, July 19). The long-term effects of social-justice education on Black students. The Atlantic. Retrieved from: http://www.theatlantic.com/education/archive/2016/07/the-long-term-effects-of-social-justice-education-on-marginalized-students/491876/ .

Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3 – 42.

Baldwin, J. (1998). Collected Essays. T. Morrison (Ed.). Boone, IA: The Library of America.

Butler-Wall, A., Cosier, K., Harper, R., Sapp, J., Sokolower, J., Tempel, M.B. (Eds.) (2016). Rethinking Sexism, Gender, and Sexuality. Milwaukee, WN: Rethinking Schools.

Cammarota, J. and Fine, M. (2008). Youth participatory action research: A pedagogy for transformational resistance. In J. Cammarota and M. Fine (Eds.), Revolutionizing education: Youth participatory action research in motion (pp. 1 – 12). New York, NY: Routledge.

Cosier, K. (2009) Creating safe schools for queer youth. In W. Ayers, T.M. Quinn, D. Stovall (Eds.), Handbook of social justice in education (pp. 285 – 303). New York, NY: Routledge.

Dewey, J. (1944). The democratic conception in education. In Democracy and education: An introduction to the philosophy of education (pp. 10 – 22). New York, NY: The Free Press.

Duncan-Andrade, J. (2009). Not to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181 – 194.

Finkelstein, V. (1988). To deny or not to deny disability. Physiotherapy, 74(12), 650-652.

Ginwright, S. (2016). Hope and Healing in Urban Education: How Urban Activists & Teachers are Reclaiming Matters of the Heart Transformative Justice. New York, NY: Routledge.

Hu-DeHart, E. (1993). The history, development, and future of Ethnic Studies. The Phi Delta Kappan, 75(1), 50 – 54.

Kohli, S. (2016, August 19) Students traumatized by loss and violence get a fighting chance to learn. LA Times. Retrieved from: http://www.latimes.com/projects/la-me-edu-share-care/

McInerney, M. & McKlindon, A. (2014). Unlocking the door to learning: Trauma-informed classrooms & transformational schools. Education Law Center. Retrieved from: http://www.elc-

pa.org/wp-content/uploads/2015/06/Trauma-Informed-in-Schools-Classrooms-FINAL-December2014-2.pdf

Milner, R. H. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388 – 400.

Myers, C. & Bersani, H. (2009). Ten quick ways to analyze children's books for ableism. Rethinking Schools, 23(2). Retrieved from http://rethinkingschools.org/publication/index.shtml

Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary classroom. International Journal of Multicultural Education. 14(1): 1-17.

Sleeter, C. & Grant, C. (2009). Multicultural Education and Multicultural Social Justice Education. In Making choices in Multicultural Education: Five approaches to race, class, and gender (pp 161 – 228). Hoboken, NJ: John Wiley & Sons.

Solórzano, D. & Delgado-Bernal, D. (2001). Examining transformational resistance through a critical race theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308 – 342.

Spring, J. (2004). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. New York, NY: McGraw-Hill.

Storey, K. (2007). Combating ableism in schools. Preventing School Failure: Alternative Education for Children and Youth, 52(1), 56-58.

Yosso, Y. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, & Education, 8(1), 69 – 91.

Zehr, H. & Gohar, A. (2003). The Little Book of Restorative Justice. Intercourse, PA: Good Books.

GRADING POLICYGrades for this course are based upon assignments completed outside of class, as well as in classroom sessions. Assignments are due on the dates listed on the Class Schedule. No late work will be accepted. No extra credit will be given.Course Grading Scale: Grades are calculated using the following scale:

A 95% and above B- 80-83% D+ 67-69%A- 90-94% C+ 77-79% D 64-66%B+ 87-89% C 74-76% F 63% or belowB 84-86% C- 70-73%

ATTENDANCEA maximum of one absence is allowed in order to receive course credit. Upon the second absence, the student will be advised to withdraw or receive a grade of Fail.

PUNCUALITY/LATENESS

As a courtesy to the instructor and members of the class, make every effort to arrive on time to class. If you arrive late, please enter the class quietly so as not to disturb others. Two late arrivals or early departures will be counted as an absence.

POLICY ON CHILDREN IN CLASSCurrently, the university does not have a formal policy on children in the classroom. The policy described here is just a reflection of my own beliefs and commitments to student, staff and faculty parents:

1. All exclusively breastfeeding babies are welcome in class as often as is necessary;2. For older children and babies, I understand that unforeseen disruptions in childcare

often put parents in the position of having to miss class to stay home with a child. While this is not meant to be a long-term childcare solution, occasionally bringing a child to class in order to cover gaps in care is perfectly acceptable.

3. I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in parenting status;

4. In all cases where babies and children come to class, I ask that you sit close to the door so that if your little one needs special attention and is disrupting learning for other students, you may step outside until their need has been met;

5. Finally, I understand that often the largest barrier to completing your coursework once you become a parent is the tiredness many parents feel in the evening once children have finally gone to sleep. While I maintain the same high expectations for all students in my classes regardless of parenting status, I am happy to problem-solve with you in a way that makes you feel supported as you strive for school-parenting balance.

COURSE OBJECTIVES: Aligned to CTC TPEs

http://www.ctc.ca.gov/educator-prep/standards/PrelimMSstandard.pdf

Program Level SLOs Course Level SLOs Learning Activities Assessment Activities

TPE 1.1 Apply knowledge of students including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

Demonstrate a variety of pedagogies and teaching strategies that incorporate students’ home cultures, prior experiences, and democratic classroom practices.

Weekly Demonstration of Democratic Classroom Practices Reflections (Fishbowl, Socratic Seminar, Self-Assessment, Group Roles, Mixed Ability Grouping, Restorative Justice Community Building Circle, Where I’m From Poem, Creating “Safer” Classroom Expectations & Norms etc.)

Self-reflection rubric

TPE 2.1 Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

Investigate the social constructions and applications of American citizenship, identity, and race in schooling policies, as it applies to curriculum and discipline.

Collective “Safer” Classroom Expectations & Norms Reflection

Restorative Justice Community Building Circle

Research in Multicultural Education: Counterstory Group Work

Self-Reflection Rubric (Maintaining “Safer” Classroom Expectations & Norms)

Self-Reflection Rubric (RJ Community Building Circle)

Research in Multicultural Education: Counterstory Peer-Assessment Rubric

TPE 2.2 Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

Contextualize applications of multicultural education frameworks, pedagogies and practices in various educational contexts.

Critical Reading Responses

Research Paper in Multicultural Education: Counterstory

Critical Reading Responses Rubric

Research Paper in Multicultural Education: Counterstory Rubric

TPE 2.3 Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

Critically reflect upon what it means to authentically work for social justice in ways that actively interrupt oppression and humanize all participants in classrooms, schools, and communities.

Research Paper in Multicultural Education: Counterstory

Research Paper in Multicultural Education: Counterstory Rubric

TPE 4.1 Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.

Analyze the significance of race, ethnicity, culture, class, gender, sexuality, language, ability, and immigration in historical schooling experiences and apply to instructional planning.

Critical Reading Responses

Critical Reading Responses Rubric

TPE 6.2 Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.

Engage in critical self-reflection around the impact and functions of oppression and privilege and in maintaining and challenging educational inequities.

Educational Autobiography

Educational Autobiography Rubric

COURSE TASKS

1. Journals (5 points each for a total of 25 points) Journals #1 – 5: While reading or after reading the assigned text(s), you will take notes, using a minimum of 3 direct quotes in APA citation, down the left side of the paper about the reading. On the right side, you will make a minimum of 3 comments about the reading to demonstrate that you have thoughtfully considered the content of the assigned text(s). For example, you may comment on how something in the reading surprises you, how it relates to your teaching, or ask question(s) about something you don't understand. You will submit all Journals to Dr. Sapp at jsapp@csudh.edu.

2. Educational Autobiography (15 points): You will write 5 - 7 paged paper that explores how you learned about one particular social construction (such as, but not limited to: race, ethnicity, class, gender, sexuality, immigration status, ability, and/or language) in your K – 12 schooling experiences. The goal of this paper is for you to reflect upon and document a moment in your own schooling experiences. In a 5 – 7 paged paper, double-spaced, typed, APA formatted essay, select a key event or related events that informed your understanding of specific social constructions within the context of school. Reflect on how this key moment informed what you know about particular social constructions. Many of these social constructions intersect with each other in complicated and dynamic ways in our lived experiences. You may discuss these intersections, while keeping one moment as your focal point. You will use readings from this course to help you analyze your schooling experience.

Some questions to consider are: What have been significant moments in your education that have shaped, marginalized, oppressed, empowered, and/or transformed you? How have your schooling experiences shaped your educational philosophy and views on multicultural education? How have your experiences influenced your philosophy of education, teaching, and the role of schools and educators?

Advice: You may choose to tell one story, or more than one story and connect them.  Regardless, you need a strong introduction and conclusion to demonstrate the “take-away” message from your narrative. Feel free to write in a first-person narrative style. Consider writing without too much thinking, putting yourself back into your memory.  Once you have a clear sense of the purpose of your narrative, use that to guide the editing and analysis.  This is an opportunity to develop your narrative voice and connect your own schooling experiences to this course.

3. Critical Reading Responses (20 points): Each student will turn in 2 critical reading responses. The purpose of these responses is to analyze the reading material and connect it with your lived experiences and professional realities as an educator. The critical reading responses are NOT summaries of the readings. The reflections will generate critical questions and dialogue for class. Some questions you may consider when writing critical reading responses are:

o What do these readings mean for my classroom approach? For my relationship with my school community (students, families, colleagues, neighborhood)?

o How do the historical conditions of a particular social construction play out in my classroom? In my school community? Think of concrete examples.

o Does this reading shift my thinking regarding what I previously? Why or why not?

4. Research in Multicultural Education Counterstory Description (TPEs 6.2 & 6.4) (30 points):

In groups of 4 - 5 you will create a 3 - 4-minute video narrative (or another type of digital presentation that has been pre-approved by the instructor) and write a collaborative 9 - 12 paged paper that explores a topic of educational inequity in K – 12 schools. You are to identify a dominant narrative - the perspective of the powerful, accepted as truth - relating to your topic, and then construct a counterstory - told from the vantage point of marginalized perspectives - a story that reveals structures and practices that contribute to educational inequity.

This project should be based on class discussions, readings, at least 2 texts from the 506 course, 5 outside academic peer-reviewed journal articles, and at least 4 interviews with K-12 students, teachers, administrators, counselors, parents/family, or community members. Additional research tools like surveys are optional.

Each group member must be an active participant, and have a significant role in the research, production of the video, and the final paper. See assignment and rubric for more details.

Questions to Consider: What is a “master narrative” surrounding your topic? Whose perspective is missing from the “master narratives”? What educational structures and practices contribute to these inequities? What is the impact on student learners? School communities? What are the implications for educators? What are some potential action steps in K – 12 schools to address the inequities?

Some Ideas for Topics (pre-approve topic with instructor): School-to-Prison Pipeline Gender Identities Restorative Justice School Segregation Sexual Orientation Youth Participatory Action Research The Impact of Incentives on Student

Motivation The Effect of Praise on Children Microaggressions in the Classroom Trauma Informed Pedagogies Islamophobia Stereotype Threat College Going Culture Substance Abuse Model Minority Myth Stereotype Threat White Privilege

5. Individual Positionality Reflection Description (10 points) (TPEs 6.2 & 6.4)

In a 5 – 7 page, typed, double-spaced, APA formatted essay with at least 5 sources from the TED506 texts, you will explore your positionality, as it relates to the Research in Multicultural Education Collaborative Counterstory.

What is Postionality?Within qualitative research, there is a movement to name researchers’ intersectional identities (race, class, gender, language, immigration status, disAbility, sexual orientation, culture, etc.) as it relates to the research process. The idea is that our own life experiences inform why we approach a particular research topic and how we conduct the research. This concept is called “POSITIONALITY”.

Why does Positionality Matter?It is important to remember that, “[t]ruth, or what is real and thus meaningful and “right”, for researchers and participants, depends on how they have experienced the world “(Milner, 2007, p. 395). Understanding our own positionality helps us to discover why we see the world the way we do.

Objective of Positionality StatementThe goal of this paper is for you to reflect on your positionality, and to analyze how you see your positionality informing the Research in Multicultural Education Counterstory. This will help you to develop a nuanced and insightful research lens, which you can also apply to your teaching.

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WEEK TOPICS/CLASS ACTIVITY HOMEWORK:June 4 Introduction; What is Multicultural Education;

Course OverviewSee www.professorsapp.com for assignments anddue dates.

June 11My Multicultural Self; Positionality

June 18 Leaning In

June 25Rethinking Sexism, Gender, and Sexuality in School; Documentary: Straightlaced

July 2 Stop HateJuly 9 Responding to Hate at School

July 16Responding to Hate at School (Part 2)

July 23 Tackling Tough Topics

July 30 Bullying and Safe Schools

Aug 6 What have we learned?

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TED 506 Grading Rubrics

Self-Reflection RubricI am assessing:Self-Reflection Requirements

Awesome In Progress Please Work on This

Democratic Classroom Practices

Candidate reflects in nuanced ways how they could incorporate this strategy in their practice practices as an educator in K – 12 schools.

Candidate explicitly discusses how they would incorporate students’ home cultures and prior experiences in their practice of this strategy.

Candidate briefly reflects on how they could incorporate this strategy in their practice practices as an educator in K – 12 schools.

Candidate briefly discusses how they would incorporate students’ home cultures and prior experiences in their practice of this strategy.

Candidate does not reflect on how they could incorporate this strategy in their practice practices as an educator in K – 12 schools.

Candidate does not discuss how they would incorporate students’ home cultures and prior experiences in their practice of this strategy.

Critical Reading Responses RubricI am assessing:Critical Reading Requirements Awesome In Progress Please Work on This

Multicultural Education Texts (80%) Author incorporates 3 texts

from TED 506

Synthesizes at least one text from TED506 with an in-depth analysis of how this reading will inform the candidate’s practices as an educator in K – 12 schools.

Briefly analyzes 1 text from TED506 as to how these readings will inform the candidate’s practices as an educator in K – 12 schools.

Does not include and/or analyze 1 text from TED506 as it relates to the candidate’s practices as an educator in K – 12 schools,

OR

Provides a summary of 1 text from TED506.

Formatting (10%): APA (includes 2 citations) 12-point font, 1-inch margins,

Times New Roman 2 – 3 pages

All three formatting requirements met.

Met two formatting requirements.

Met one formatting requirement.

Deadlines (10%) Met deadline. Did not meet deadline.

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Educational Autobiography RubricI am assessing:Educational Autobiography Requirements

Awesome In Progress Please Work on This

Educational Story (40%) Story of self

(autobiography)

Includes a detailed narrative of how individual came to understand one social construction (i.e. race, ethnicity, social class, gender, sexuality, immigration status, ability, and/or language) within an educational context.

Includes a brief narrative with limited exploration of one social construction (i.e. race, ethnicity, social class, gender, sexuality, immigration status, ability, and/or language) within an educational context.

Does not include a narrative,

OR

Does not investigate one social construction (i.e. race, ethnicity, social class, gender, sexuality, immigration status, ability, and/or language) within an educational context.

Multicultural Education Texts (40%) Author incorporates 3 texts

from TED 506

Synthesizes 3 texts from TED506 with in-depth analysis to explain how the readings relate to the writer’s personal narrative.

Includes 3 texts from TED506 with limited analysis as to how the readings relate to the writer’s personal narrative

Does not include 3 texts from TED506 as the readings relate to the writer’s personal narrative.

Formatting (10%): APA (includes 3 citations) 12-point font, 1-inch

margins, Times New Roman

5 – 7 pages

All three formatting requirements met.

Met two formatting requirements.

Met one formatting requirement.

Deadlines (10%) Met deadline. Did not meet deadline.

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Research Paper in Multicultural Education: Counterstory Paper RubricI am assessing:

Paper Requirements

Awesome In Progress Please Work on This

Statement of Problem

Written in a persuasive and specific manner.

Helps reader to understand why the research topic is important.

States what is: Is discussed in the research

paper Supported with evidence

(literature review and interviews, methods)

Written in a general manner.

Begins to help reader to understand why the research topic is important.

States what is: Beyond what is discussed in the

research paper Supported with some evidence

(literature review and interviews, methods)

Written in a general manner.

Does not help reader to understand why the research topic is important.

States what is: Beyond what is discussed in the

research paper Supported with minimal evidence

(literature review and interviews, methods)

Literature Review

Literature review describes, summarizes, evaluates, and clarifies literature within the topic.

Identifies what is already known about an area of study.

Identifies questions a body of research does not answer.

Makes an argument for why further study of research questions is important to a field

Literature review begins to describe, summarize, evaluate, and clarify literature within the topic.

Literature review does not describe, summarize, evaluate, or clarify literature within the topic.

Methods Provides a detailed overview of how you conducted your research.

Includes 3 out of 3 the following sections: Participants Materials (i.e. interview questions) Procedure (i.e. interview protocol)

Provides some details overview of how you conducted your research.

Includes 2 out of the 3 following sections: Participants Materials (i.e. interview questions) Procedure (i.e. interview protocol)

Provides minimal detail of how you conducted your research.

Includes 1 out of the 3 following sections: Participants Materials (i.e. interview questions) Procedure (i.e. interview protocol)

Findings + Discussion

Includes a detailed discussion of the findings. Provides a thorough societal and educational context and explains why people should care about this topic.

Includes a discussion of the findings. Provides some context and explains why people should care.

Includes a short discussion of the findings. Provides minimal context and explains why people should care.

Conclusion Summarizes the research in a concise and clear way. Provides detailed next action steps for K – 12 schools regarding how to address the research topic in a school setting.

Summarizes the research in a general way. Provides some next steps for K – 12 schools regarding the research topic.

Summarizes the research in a general way. Provides minimal next steps for K – 12 schools regarding the research topic.

Requirements: 9 – 12 Pages Includes

APA Citations

Includes complete APA Works Cited Page

Meets 3 out of 3 requirements. Meets 2 out of 3 requirements. Meets 1 out of 3 requirements.

Research in Multicultural Education: Counterstory Peer Assessment RubricI am assessing:

Peer Requirements Awesome In Progress Please Work on This

Deadlines Met all individual deadlines agreed upon by group.

Sometimes met individual deadlines agreed upon by group.

Did not meet individual deadlines agreed upon by group.

Commitment Equal Participation

Committed to and completed all individual tasks laid out by group.

Participated in a way that was equal in workload and demonstrated great individual effort.

Sometimes committed to and completed individual tasks laid out by group.

Participated in a way that was somewhat equal in workload and demonstrated individual effort.

Did not commit to and/or complete individual tasks laid out by group.

Participated in a way that was not equal in workload and demonstrated little individual effort.

Respect for Others Respected all group member’s contributions and opinions.

Offered constructive criticism to others in a positive manner.

Sometimes respected all group member’s contributions and opinions.

Offered constructive criticism to others.

Did not respect all group member’s contributions and opinions.

Offered criticism to others.

Clear Communication Communicated clearly and effectively.

Sometimes communicated in ways that were clear and effective.

Did not communicate in ways that were clear and/or effective.

Collaborative, Professional, & Cooperative

Participated in group discussions in a collaborative, professional, and cooperative manner.

Sometimes participated in group discussions in a collaborative, professional, and cooperative manner.

Did not participated in group discussions in a collaborative, professional, and cooperative manner.

Comments?

Collaborative Research Paper in Multicultural Education & Individual Positionality Reflection (TPEs 2.1, 6.2, 6.4)

TPEs Measured

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Candidate in the Research Paper in Multicultural Education did not discuss a fair and appropriate system for classroom culture.

Candidate in the Research Paper in Multicultural Education discussed promoting students' social-emotional growth, development, or individual responsibility using positive interventions to foster a caring community where each student is treated fairly and respectfully by adults and peers.

Candidate in the Research Paper in Multicultural Education discussed promoting students' social-emotional growth, development, and individual responsibility identified positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

Candidate in the Research Paper in Multicultural Education discussed how they would develop a rapport with students to promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

Candidate in the Research Paper in Multicultural Education discussed how they would develop a rapport and respect with students that promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community that provides a challenging learning environment where each student is treated fairly and respectfully by adults and peers.

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