Chris Hara EDS 201, Professor Sewall 9/15/13 Social Curriculum/Equity Annotated Bibliography

Equity in the Classroom 2 evidence-based, peer-reviewed articles

Achinstein B., & Athanases, S. (2005) Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21, 843-862. Retrieved from: http://people.virginia.edu/~cat3y/EDIS_882/February%2012_files/focusdiversity.pdf In their article, Achinstein and Athanases build a framework for mentors of new teachers. They begin their piece by discussing the cultural and linguistic diversity prevalent in todays classroom. For reasons both structural and personal (often subconscious), particular groups of students are failing in schools. This readily observable phenomenon has created the achievement gap that educators, parents, politicians, and more are constantly scrutinizing and looking to fix. Achinstein and Athanases claim that quality mentoring for new teachers will begin to bridge the gap between the formal, academic, (middle-class white) classroom culture with those diverse cultures of their underserved students. Quality mentors are those who have a grasp on their own cultural identity, those of the students, and that of the new teacher. This comprehensive scope of understanding is crucial to the success of a new teacher, especially when they are faced with the difficulties of teaching in a diverse (frequently low income) classroom/school. Although I found the article somewhat repetitive and wordy, the study did yield valuable information all new teachers should be cognizant of. New teachers in diverse classrooms must explore the community and the local funds of knowledge to get a better idea of how to connect with their students. They must then incorporate those interests and cultural aspects into their curricula to effectively teach the standards. As we so often witness, effective teaching involves balance and integration to keep students engaged and prepare them for things they will be expected to know; for tests, the next school year, and for life. Mentors also need to build a rapport with the new teacher of comfort and collaboration. I believe that this relationship too extends into the classroom with students. For effective teaching and learning in all situations, it is crucial for each party to have a basis of trust and readiness to explore new perspectives. Overall, I agree with this article and study. Mentors and new teachers alike should bring their experience and expertise to the table. They need to keep their attention on the many cultures and languages in the classroom so that they can successfully navigate standards and tests with grace and inspiration. Unterhalter, E. (2009). What is Equity in Education? Reflections from the Capability Approach. Studies in Philosophy & Education, 28(5), 415-424. Retrieved from: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=24ef1b47-bc6a-4836-86c42dfd84e74064%40sessionmgr14&vid=4&hid=18 Because the topic of equity is such a prominent one in the field of education, Unterhalter seeks to define the term and examine how it can better be implemented and achieved in schools. Unterhalter claims that equity is not often considered as it should be--equality turned into an

action, a process of making equal and fair. Furthering Sens concept of the Capability Approach, Unterhalter believes people within our society, need to establish conditions for consideration of equality in the space of capabilities. In its conception, equity related to peoples access to powerful knowledge and the everyday conduct people would engage in to establish fairness and tolerance. Unterhalter notes that as capitalism emerged, equity became a form of share or ownership, but its value is given not by intrinsic worth or a fixed rate of interest, but by the prevailing social arrangements of the market. Within the context of education, this means that equal dispersion of time, money, and resources is not adequate in attaining equity because they will not mitigate the unfairness of existing social arrangements where the consequences of the past are written in the present. To this degree, we return to Unterhalters original claim that action must from all angles to expand capability and give opportunity to those who have been oppressed and made unequal throughout history. The marginalization of groups can be witnessed across distinct socioeconomic lines. To correct this and effectively lessen the achievement gap, teachers must understand equity as a concept that brings opportunity to their students. This entails a cognizant and critical reflection upon ones practices and the structures that have brought about the initial inequality. As Unterhalter addresses the term equity and its increasing buzzword prevalence in the fight for education he also recognizes the ambiguity its definition engenders. I agree with his contention that equity must come from above, below, and middle to effectively bring about an environment in which capability and opportunity can prosper. This multi-faceted approach, although complex and arduous, begins with each teacher informing themselves on the injustices of the past and how they extend into the present.

Social Curriculum Topic: Cell Phone Use in Class 3 evidence-based, peerreviewed articles
Tessier, J. (2013). Student Impressions of Academic Cell Phone Use in the Classroom. Journal of College Science Teaching, 43(1), 25-29. Retrieved from: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=d0731a51-61d9-4e29-b750a2986f1cadc2%40sessionmgr14&vid=5&hid=18 Contrary to the largely negative perception of cell phones as a classroom distraction, Tessiers study finds that students identify cell phones as a tool for learning. Moreover, they can, and should be explored as a means to help students access and take ownership of knowledge. In his study of thirty five undergrads, Tessier prompted small group discussions (4-6 people) and encouraged his students to use their cell phones for questions they could not answer on their own. At the end of the course, Tessier distributed evaluations of how cell phones: prompted (or failed to prompt) learning, caused distractions, increased enjoyment of the class, encouraged attendance, and promoted student success in the class. Using a 1(never/low effect) 4 (always/high effect) scale, Tessier found little correspondence between cell phone use and distractions and no relationship with regard to attendance. Further contrary to public perception, he identified an overwhelmingly high correlation between cell phone use and student learning, enjoyment of the class, and success with the coursework. Tessier claims that science is a particular area in which incorporating technology (specifically cell phones) should be increased. With the breadth of information available via internet, students equipped with mobile devices are

more ready to access and engage in inquiry-based teaching and learning, collaboration with peers, and general enjoyment of the class material. Although I support the use of cell phones (and technology in general) as a learning tool, I cannot wholeheartedly espouse the claims Tessier makes due to the design of his study. Primarily, his cohort is a small, and contrived, slice of what classroom instruction typically appears as and engenders. With only 35 undergraduate students working in assigned groups during a semester, the scope of the study is small and not evaluated against a control group. Furthermore, the class design was to look up information the students did not know; this dynamic would naturally lead to a positive perspective of technology as an enabler to accessing information. Students, while they may have been mostly honest in their evaluations, could have been using the cell phone research time to take care of personal matters and thus reflect upon its incorporation into the classroom positively. These shortcomings with Tessiers study do not entirely invalidate his conclusions. I do believe that with planned, substantiated structure (like Tessiers) students will engage in and build a collaborative, inquiry-based atmosphere that lends to a healthy social and academic environment. While this study looks at college students, there is an increase in cell phone use at the primary and secondary school level which brings the social world (with particular regard to media) into the classroom. This relationship will be critical to study for educators in order to better understand technologys role within the social curriculum. Burns, S. M., & Lohenry, K. (2010). Cellular phone use in class: Implications for teaching and learning: A pilot study. College Student Journal, 44(3), 805-810. Retrieved from: http://content.ebscohost.com/pdf25_26/pdf/hww/03829/2otyr/2ft.pdf?T=P&P=AN&K=5081 81518&S=R&D=eft&EbscoContent=dGJyMNXb4kSep6840dvuOLCmr0uep7FSsa64SbO WxWXS&ContentCustomer=dGJyMPGut0yyrq5LucPfgeyx44Dt6fIA In stark contrast with the Tessier article, Burns and Lohenrys piece labels cell phone use during class very negatively. Students participating in the study ranged in age from 21 to 46 years; 142 were female and 46 were male students. Physician Assistant students comprised the majority of the respondents (91.8%) compared to 8.2% who were Nurse Anesthesia students. Nearly all (97.9%) of the student participants were Caucasian. To gain a better idea of student and faculty perception of cell phone use in class is, Burns and Lohenry utilized two guiding questions: 1.) What is the incidence of cell phone use during class time by students and faculty teaching in graduate education programs? 2.) What is the perception of students and faculty regarding cell phone use during class? 65% of students and 100% of faculty (20 professors were approached with the same questions) responded that they refrained from using cell phones in class. When probed further, 53.3% of students admitted to using text messaging during class while again 100% of faculty stated their refrain. Roughly 85% of both faculty and students reported cell phones as a distraction to the classroom environment; their reasons being vibration, ringers, and backlights as inhibiting factors. In contemporary society, younger and younger students are entering the classroom with their cell phones in hand. This phenomenon not only changes the dynamic of the traditional classroom, but it also brings the super-saturated world of social media into the learning environment. Because this is a developing phenomenon, I anticipate much more research will surface in the near future. Until that time, it is necessary for us to analyze and reflect upon these pilot studies (despite their skewed age of participants) to evaluate the perspective of cell phone use in the classroom. Accordingly, teachers can and should structure rules around its use to

maintain a successful learning environment. Burns and Lohenry identify six necessities for teachers/faculty to do so: 1.) A cell phone policy developed by your program 2.) Orient students to the cell phone policy 3.) Clearly communicate cell phone etiquette for class 4.) Role model cell phone etiquette 5.) Reinforce cell phone etiquette in the course syllabus and program policy manual 6.) Request students leave cell phones in lockers or backpacks. I think there is a lot of merit with this model. If a teacher establishes a policy regarding cell phone use early on and then maintains it, there is consistency and transparency to their train of thought. Although they can be a distraction (as exemplified by this study), cell phones also serve a vital role in engaging the learner (as portrayed by Tessiers study). Creating a healthy medium between the two allows for balance and a stable, prosperous learning environment. Froese, A., Carpenter, C., Inman, D., Schooley, J., Barnes, R., Brecht, P., & Chacon, J. (2012). Effects of Classroom Cell Phone Use on Expected and Actual Learning. College Student Journal, 46(2), 323-332. Retrieved from: http://web.ebscohost.com/ehost/detail?sid=82eb849d-444b-49a7-9605afb4d3a6c3ec%40sessionmgr10&vid=1&hid=18&bdata=JnNpdGU9ZWhvc3QtbGl2Z Q%3d%3d#db=eft&AN=77698063 The study conducted by Froese et al. seeks to quantify the amount of distraction due to cell phone use in class. To do so, the authors of this piece first surveyed 693 students on their perception of cell phone use and how it affects their test taking ability. The overwhelming majority of university students predicted they would do much better if they were not texting. To supplement this initial study, Froese et al. then had 40 students attend a presentation. 20 were selected as a control group that would keep their phones out of sight and silent. The other half of the participants were texted at random during the presentation and were asked to respond immediately. Following the presentation a five minute break was allowed and the students were then asked to answer test questions based on the material in the presentation. Results produced a 27% negative difference of those who texted versus those who did not. Because these outcomes correspond to the expected deleterious effects of cell phone use during learning activities, Froese et al. pose a critical question: Given that students generally expect texting to disrupt their learning, researchers can reasonably ask why students risk potential failure to maintain social contact? Because students are bringing cell phones to class they are essentially bringing their social circles into the class with them. In addition to the temptation to get off task presented by students sitting next to one another, teachers need to be weary of conversations that extend to the classroom next door, across the country, and even over oceans. From the articles I have reviewed regarding cell phone use in the classroom two studies associate cell phone use with distraction and the third views it entirely positively. This polarity goes to show that under different circumstances, results vary. Although cell phones may generally be a more distracting factor to the learning environment, I believe there is a time and place to utilize its benefits. Generations of today are known to be multi-taskers who perhaps need or thrive within technologically-mediated learning opportunities. If a teacher can establish the 6 guidelines extrapolated by Burns and Lohenry I see it as very possible to incorporate Tessiers model of collaboration and inquirybased learning. These interactions touch upon both the realms of social and academic worlds. Inextricably linked, it is a teachers role to engage their students by allowing them freedom to

explore and be social; however, boundaries must accordingly be set and reinforced to keep these freedoms from becoming distractions.

Pedagogical Resources 4 resources to learn more about the social curriculum and equity
Open Circle Resources. (2011). Retrieved September 14, 2013 from http://www.opencircle.org/resources/sel_acad.html Open Circle is a group that offers professional development and evidence-based curricula to elementary schools. An extension of the CASEL website we viewed for the dialectical journals, Open Circles mission is to work with school communities to help children become ethical people, contributing citizens and successful learners. From bullying prevention programs to literature connections in which teachers are supplied with childrens books to effectively teach and discuss social and emotional issues, the organization provides substantiated material for a growing field. Each program features a number of resources for teachers, parents, students, and administrators. This framework thus sets the stage for the development of safe, caring, and respectful learning communities of children and adults. Relationships very much shape and control the world in which we live in. Those between teachers, students, parents, and administration must be healthy and understood more fully in order to create a conducive learning environment. Open Circle appears to be an excellent organization that is progressing the field of social and emotional education in the school. With numerous articles, standards, and evidential research, the group gives validity to their methods. I could certainly envision utilizing their literature connections program to introduce my class to social topics that often get disregarded. Although there are fairly significant costs to this professional development (~$1,000) I see a number of benefits stemming from its implementation. The conventionally under-represented and underserved students of America need social and emotional development just as much as they need academic structure. If school is to serve the function of preparing our students to enter society as capable individuals, does it not make sense to lead them the tools to find for themselves a high quality of life? #4thchat 4thchat. (2013). Retrieved September 14, 2013 from http://twubs.com/4thchat #4thchat is a twitter feed that hosts online discussions to better fourth grade education. While the intended audience is naturally the fourth grade teacher, mediators extend the warm invitation to all stakeholders of fourth grade education. Users meet in cyberspace every Monday from 7pm-8pm central time to dissect a topic. Topics such as Responsive Classrooms and Morning Meetings address social and emotional learning and can be used as an age-specific resource. In addition to being an open forum for educators to gather and share tricks of the trade, 4thchat offers a stockpile of curricular resources and projects that could keep a classroom busy for ample time. With the huge range of resources available to teachers thanks to the internet, it is often difficult to stratify which are useful and which are not. #4thchat makes the task simpler by pinpointing fourth grade education. Similarly, #5thchat, #6thchat, etc. exist to offer teachers of all grade levels a meeting space for informal collaboration. When I have my own classroom I will definitely consider using these types of twitter feeds as a reference for social and emotional

issues. Making it possible for experienced educators to leave advice for those seeking help, #4thchat is a welcoming foundation for teacher inquiry and progressive educative practices. Such resources are important to support teachers of all levels of experience and develop collaborative efforts towards a stronger educational front. Blogs on Social and Emotional Learning Edutopia. (2013). Retrieved September 15, 2013, from http://www.edutopia.org/blogs/beat/social-emotional-learning Edutopias goal is to create a new world of learning that empowers students and parents, teachers and administrators, policy makers and taxpayers. Another great product of visionary George Lucas, Edutopia emphasizes innovation as the rule, not the exception. The group identifies school as a place where students become lifelong learners and develop 21st-century skills. With particular attention paid to how to find information, how to assess the quality of information, and how to creatively and effectively use information to accomplish a goal, Edutopia aims to create new generations of critical, resourceful, and creative thinkers. The blog page of Edutopia is particularly useful to teachers; categories offered include Education Trends, Student Engagement, New Teacher Support and of course, Social and Emotional Education. Posts from teachers all over the country offer suggestions and reflection that hit upon contemporary issues. These digestible pieces not only impart support unto teachers that need it but they also force the author to analyze and make sense of their experience in their classroom. In a developing field such as social and emotional education it is tantamount for teachers to be thinking, reflecting, and then building towards a framework that best supports their students. The blogs on Edutopia are additional teacher voices that need to be shared. From Teaching Emotional Literacy to Teaching Integrity in an Age of Cynicism, posts by teachers are typically written in an informal format that connects fieldwork and experience with larger themes in education. Easy to access, read, and accordingly tagged with buzzwords for efficiency, the blogs of Edutopia cover a wide range of topics that would be useful for teachers everywhere. The site is very organized and I can see its efficacy in staying on top of contemporary educational trends. I envision my personal use of Edutopia as a site to visit every once in a while for inspiration and/or advice. There are many great educators out there. Edutopia makes it easy to find them, hear their stories, and then implement their suggestions into ones classroom. Flocabulary Educational Hip-Hop. (2013). Retrieved September 13, 2013, from http://www.flocabulary.com/ Flocabulary is an online library of songs, videos, and activities for students of all ages. Home to a collection of animation-based rap videos, Flocabulary supplements school instruction and engages students with a creative take on learning. From statistics and probability to Shakespeare and the French Revolution, the hip-hop songs are a contemporary approach to learning in alternative modalities. The site includes lyrics, activities, and the standards covered by the songs. Thus, a teacher can introduce the subject in an exciting (oftentimes cheesy) manner. Students can then memorize the song, dissect its lyrics, and complete additional activities with the assurance that they are learning the standards they will need to succeed. I think Flocabulary is a great way to teach students. Although I could see the songs becoming something of a distraction, I would certainly use the videos to introduce vocabulary

and new concepts. I see Flocabulary as the modern-day School House Rock. To this day I remember songs like Im Just a Bill and Conjunction Juntion. Watching the videos in class was a real treat and the effect on our enthusiasm to learn thereafter was significant. Such activities have a profound effect on the social environment of the classroom. When students enjoy the material and are engaged they are less prone to cause the disruptions they might otherwise perform out of boredom. Unfortunately, priced at $10 a month, Flocabulary is still a high-price luxury in classes. Thus, students who are the most likely to benefit from such lessons are less likely to see them in their classrooms. Making Flocabulary a more affordable option for students and teachers (especially in urban classrooms where hip-hop culture is widespread) could be a great measure in taking a step towards equity.