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Multicultural Education Issues and Perspectives Seventh Edition - Chapter 15 Review

Multicultural Education Issues and Perspectives Seventh Edition - Chapter 15 Review

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Multicultural Education Issues and Perspectives Seventh Edition - Chapter 15 Review
Multicultural Education Issues and Perspectives Seventh Edition - Chapter 15 Review

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Categories:Types, School Work
Published by: Elizabeth Dentlinger on Mar 03, 2013
Copyright:Attribution Non-commercial

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02/08/2015

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©ElizabethWoodFebruary2013
MulticulturalEducationIssuesandPerspectivesSeventhEditionJamesA.BanksandCherryA.McGeeBanks
Chapter15Review:RecruitingandRetainingGiftedStudents1)
 
Whyareethnicminorityandlow-incomestudentsunderrepresentedinschoolprogramsforgiftedandtalentedyouth?
Accordingtothisauthor,ethnicandlowSESgroupsaren’tidentifiedasTAGstudentsbecausethereareproblemswiththescreeningandidentificationprocess(usuallyrelyingheavilyonstandardizedtests).(pg.403).
2)
 
Whatdoestheauthormeanby“deficitorientation”amongeducatorsregardingtheeducationofgiftedandtalentedminoritystudents?Inherview,howdoesdeficitthinkingcontributetotheunderrepresentationofminoritystudentsinprogramsforgiftedandtalentedstudents?
Theauthorusestheterm“deficitorientation”whenreferringtothethinkingthathinderseducatorsfromthinkingaboutthepositives/strengthsofstudentsfromdifferentracial,ethnic,etc.groups.Accordingtotheauthor,thiskindofthinking“existswheneducatorsinterpretdifferencesasdeficits,dysfunctions,anddisadvantages”(pg.404).Deficitthinkingcontinuesbecausewithsuchawidevarianceinstudents,educatorshavecometorelyheavilyonstandardizedtests.ThesetestsareoftenbasedonAmericancultureandEnglishproficiency,whichisdifficultforimmigrantsandstudentsfromdiverseracial/ethnicgroupstoknow.Sothesestudentstestlower,andbecauseTAGlevelsaretiedtohightestscores,thecyclecontinues.
3)
 
Whyaremanyethnicminorityandlow-incomestudentslikelytobegiftedunderachieversorpotentiallygiftedstudents?
Describesomespecificactionsthatteacherscantaketoidentifythesestudentsandtoprovidethemthesupporttheyneedtoachievehighergoals.
Accordingtothisauthor,diverseethnicandlowSESstudentsareoftengiftedunderachieversiftheyaregiftedbutare:(a)unmotivatedinschool;(b)uninterestedinschool;(c)procrastinators;(d)dojustenoughtogetby.Someteachersmayrecognizethatthestudentisgifted,butthendoesn’twantthestudenttobefrustratedbytheworktheywouldreceivebybeingintheTAGprogram.4)
 
Theauthordescribessomewaysinwhichcultureinfluenceslearningandthinking.Howmighttheoriesaboutcultureandlearning(likethosebyBoykin)helpteacherstobettermeettheneedsofgiftedtalentedandminoritystudents?Dothesetheorieshavedrawbacksandlimitations?Ifso,whatarethey? 
MostofBoykin’sworkwascenteredontheculturalstylesofAfricanAmericans.Theseinclude:spirituality,harmony,oraltradition,affectiveorientation,communalism,verve,movement,socialtimeperspective,andexpressiveindividualism.Ifateacherisculturallyawareandsensitive,theywouldusethistotheiradvantage.Forexample,AfricanAmericanstudentsaretactile/kinestheticlearnerswhoarebestengagedwhenthey’rephysicallyandpsychologicallyinvolved.Ateacherwhoisintunetothiswouldhavelessonsthatallowedandencouragedlessonplansthatallowedmovementinsteadof

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