Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture

Artiles, Alfredo J.; Kozleski, Elizabeth B.; Trent, Stanley C.; Osher, David; Ortiz, Alba A.

doi:10.1177/001440291007600303

Cited by 305 publications

(182 citation statements)

References 42 publications

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“…This was an interesting finding in the light of the current overrepresentation of children of minority backgrounds in special education programs (Artiles, Kozleski, Trent, Osher, & Ortiz, 2010;Garcia & Ortiz, 2006).…”

Section: Single Mandatory Course Versus Infusion Approachmentioning

confidence: 75%

Teacher Preparedness for a Changing Demographic of Language Learners

Webster¹,

Valeo²

2011

TESL

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English-language learners (ELLs) are becoming common in classrooms with Ontario's escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers' (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice. La croissance de l'immigration en Ontario se traduit par la présence accrue d'apprenants d'anglais dans les salles de classe de la province. Les enseignants à l'élé-mentaire se voient de plus en plus souvent accorder la responsabilité de répondre aux besoins d'enfants d'origines linguistiques variées. Cette étude qualitative examine, d'une part, les pratiques en formation des enseignants par le biais des perspectives de stagiaires et, d'autre part, la mesure dans laquelle les stagiaires à l'élémentaire sont formés pour enseigner aux apprenants de l'anglais dans le sudouest de l'Ontario. Dans le cadre d'une entrevue structurée, six diplômés certifiés partagent une appréciation descriptive de leurs expériences, leurs connaissances et leurs croyances. Les résultats indiquent qu'en dépit d'une évolution vers une meilleure reconnaissance des apprenants d'anglais et une attitude mentale plus inclusive, il existe des éléments qui montrent que les enseignants bien intentionnés n'ont pas la compétence nécessaire pour être efficaces en salle de classe. IntroductionOntario is the province of choice for over 50% of newcomers to Canada (Chui, Tran, & Maheux, 2007a, 2007b People for Education, 2008). Immigration continues to fuel Ontario's population growth while significantly contributing to linguistic diversity. As immigration increases, the English-language learners (ELLs) will become increasingly common in regular classrooms. ELLs are the fastest growing segment of elementary students (Antunez, 2002;Buck, Mast, Ehlers, & Franklin, 2005;Harper & de Jong, 2004). The need to prepare teachers better for working with ELLs is widely recognized (Taylor & Sobel, 2003). Studies have concluded that teachers graduating from edu-106 NINA LEE WEBSTER AND ANGELA VALEO cation programs do not have the strategies necessary for simultaneous support of both academic content development and English-language growth (Buck et al.;Evans, Arnot-Hopffer, & Jurich, 2005;Waxman & Téllez, 2002). These teachers enter the field with limited cross-cultural knowledge and understanding of classroom challenges (Barnes, 2006;Buck et al.;Dorrington & Ramirez-Smith, 1999;Harper & de Jong;Taylor & Sobel), and teachers are taught to understand diversity merely in terms of celebrations and the appreciation of differenc...

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Section: Single Mandatory Course Versus Infusion Approachmentioning

confidence: 75%

Teacher Preparedness for a Changing Demographic of Language Learners

Webster¹,

Valeo²

2011

TESL

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“…For example, some data suggest that CLD parents, lower socio-economic status (SES) parents and parents with less education tend to be less involved in school than White parents, parents with higher SES status, and parents with more educated (Artiles et al, 2010;Duchnowski et al, 2012;Epstein, 1995;Fantuzzo, Tighe, & Childs, 2000;Grolnick & Slowiaczek, 1994;Harry, 2002;Hosp & Reschly, 2004;Rodriguez, Fishman, & Nickerson, 2015;Wagner et al, 2012;Zhang & Bennett, 2003). Childcare and other barriers can prohibit CLD parents from participating in the same ways as White parents, yet studies indicate they do participate.…”

Section: The Difficulty Of Defining Parental Involvementmentioning

confidence: 99%

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales

Gabel

2017

IJME

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In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

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“…Scholars addressing transition outcomes of CLD youth with disabilities have argued that existing knowledge in special education has yet to assemble robust evidence-based practices to address the strengths and needs of this unique population in U.S. schools (Artiles et al, 2010). Some authors have endorsed family-centered practices as a means for increasing positive outcomes for CLD youth with disabilities (Dunst & Trivette, 2005;King et al, 1999).…”

Section: Resultsmentioning

confidence: 99%

Person-family centered transition planning: Improving post-school outcomes to culturally diverse youth and families

Achola

Greene

2016

JVR

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Abstract. BACKGROUND:The persistent patterns of unsatisfactory transition experiences and adult outcomes of culturally and linguistically diverse (CLD) youth with disabilities are well documented in existing transition literature. The consequences of these circumstances for this unique population of individuals with disabilities are long term and far reaching, both individually and collectively. Unfortunately, despite many years of transition outcomes research, there is a dearth of literature on effective empirically-based culturally reciprocal transition practices. OBJECTIVE: In this conceptual article, we provide a framework for thinking about how to best plan for and facilitate positive transition outcomes for CLD youth with disabilities who come from families whose value systems differ from those of mainstream American society. Specifically we present a person-family interdependent approach to transition that emphasizes family empowerment, sustainability of transition services, and adaptations to the transition planning process. CONCLUSION: In contrast and in comparison to the more traditional approach to transition that is currently practiced in American public schools, we believe that this person-family interdependent approach, if adopted, may result in better long term transition outcomes for CLD youth with disabilities as well as greater satisfaction of their families with the transition planning process.

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Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture

Cited by 305 publications

References 42 publications

Teacher Preparedness for a Changing Demographic of Language Learners

Teacher Preparedness for a Changing Demographic of Language Learners

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Person-family centered transition planning: Improving post-school outcomes to culturally diverse youth and families

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