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EDU 639 Course Extraordinary Success
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• ASHFORD EDU 639 Entire Course

• EDU 639 Week 1 Assignment Diary Entry of a
  Diverse Student

• The Socio-Historical Context of Multicultural
  Education. Describe the socio-historical and
  contemporary contexts for multicultural and
  bilingual education in your school district. How
  have decisions such as Brown vs. the Board of
  Education, the 2007 ruling by the Supreme Court
  against voluntary de-segregation or the policies
  ofNo Child Left Behind /Race to the Top impacted
  the way multicultural education has evolved and
  been interpreted in your district. Who is
  silenced or forgotten in your school curriculum
  as a result of these decisions or policies?

• EDU 639 Week 1 Assignment Diary Entry of a
  Diverse Student
• Business - General Business
• Diary Entry of a Diverse Student. Consider the
  demographic of your local school and identify one
  student from a background that would be most
  different from your own. Imagine the first day of
  school from this students perspective as you are
  introduced to the class as his or her new
  teacher. This is a creative writing piece where
  you are expected to step outside your own world
  view and into the shoes of the other in your
  classroom.

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EDU 639 Course Extraordinary Success
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• EDU 639 Week 1 DQ 1 The Socio

• EDU 639 Week 1 DQ 2 Bias and Social Psychology

• The Socio-Historical Context of Multicultural
  Education. Describe the socio-historical and
  contemporary contexts for multicultural and
  bilingual education in your school district. How
  have decisions such as Brown vs. the Board of
  Education, the 2007 ruling by the Supreme Court
  against voluntary de-segregation or the policies
  of No Child Left Behind /Race to the Top impacted
  the way multicultural education has evolved and
  been interpreted in your district. Who is
  silenced or forgotten in your school curriculum
  as a result of these decisions or policies?

• Bias and Social Psychology. Social scientists
  believe that everyone possesses conscious and
  unconscious, preferences for some social groups
  over others. Consider your own background and
  experience with race, gender, class, ethnicity,
  sexual orientation. What groups do you gravitate
  towards in society and how can you create more
  opportunities for exposure to individuals from
  backgrounds quite different from your own?
  Considering the cultural immersion exercise due
  in Week Four, how do you think you might be able
  create opportunities for broadening your world
  view while taking this class?

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• EDU 639 Week 2 DQ 1Gender and Gender

• EDU 639 Week 2 DQ 2 Race

• Gender and Gender-Fluidity. View the short
  documentary entitled, Im Just Anneke. How does
  gender color ones perspective on the world and
  relation to society? How are gender and
  gender-stereotypes perpetuated by schools? What
  do you think about gender-fluidity and how do you
  imagine Anneke would fair in your local school?
  Do you agree with the way Annekes
  endocrinologist and parents are allowing Anneke
  to experiment with her gender-fluidity?

• Race Illusion vs. Reality. Explore the
  interactive tutorial Sorting People Can You
  Tell Somebodys Race by Looking at Them?. What
  surprised you about activity? If race is an
  illusion, why is it so dangerous to be
  "color-blind" as an educator? How can we work to
  combat institutional racism in our schools and
  society?

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• EDU 639 Week 2 Gendered Experience of Racism

• EDU 639 Week 3 DQ 1Segregation

• EDU 639 Week 2 Gendered Experience of Racism
• Business - General Business
• Gendered Experiences of Racism. Choose one of the
  following topics and respond in a one-to-two page
  paper
• a. Watch the documentary A Girl Like Me, then
  provide a one-to-two page commentary on the
  intersection of race and gender by addressing the
  following
• How is racism translated to concept of beauty
  and self-image for young, African American women?

• Segregation. What different forms can segregation
  take in US schools? When can these methods affirm
  diversity and when are they detrimental to
  learning? Consider economic segregation,
  culturally-based schools (i.e. African American,
  Latino, or Native American), gender-specific, or
  charter schools. Provide examples from your own
  experience and at least one reference in addition
  to the course textbook

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EDU 639 Course Extraordinary Success
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• EDU 639 Week 3 DQ 2 Additive vs

• EDU 639 Week 4 Cultural Immersion and Socio

• Additive vs. Subtractive Bilingualism. View the
  video entitled, Immersion. How accurate (or
  over-dramatized) is Moisess story? What might
  his teacher and principal have done differently
  in order to capitalize on the strengths of what
  Moisesdoes know in order to help him add
  English to his knowledge base and succeed in US
  schools? What is working in terms of ELL
  education in your school? What is not, and why?
  Would you consider your schools approach to be
  additive or subtractive?

• EDU 639 Week 4 Cultural Immersion and
  Socio-Historical Research and Presentation
• Business - General Business
• Cultural Immersion and Socio-Historical Research
  Presentation. Identify a culture you might
  encounter as a teacher which you have very little
  knowledge about and would like to further explore
  (you may select the same cultural group you chose
  for the Cultural Immersion Activity in Weeks One,
  Two, and Three). In a 10-15 slide PowerPoint
  presentation, you will address the following

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• EDU 639 Week 4 DQ 1Common Beliefs

• EDU 639 Week 4 DQ 2 The

• Common Beliefs. Explore Commonly Held Beliefs
  that Influence Teachers Work with Diverse
  Students. Before clicking the link, select one of
  the commonly held beliefs listed under Step 2
  that you identify with the most. Explain why you
  identify with this belief. Next, click the link
  and read the information provided. Has your
  belief changed? Why or why not?

• The Culture of Poverty. Theorists warn against
  the continued use of deficit theories to connect
  low social-economic standing to failure in
  school. They have left a lasting mark on schools.
  Identify a student from a low socio-economic
  status, either from experience or from the course
  text, who is not succeeding. How much of that
  failure is due to forces beyond his or her
  control and a mismatch between what is being
  learned at home and what is valued in the
  classroom? What other contributing factors could
  be present? How can we effectively teach children
  despite these contributing factors?

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• EDU 639 Week 5 DQ 1Non

• EDU 639 Week 5 DQ 2 Tracking

• Non-Heterosexual Parents and Kids. View the short
  documentary Homecoming. Is there anything
  teachers can do to help students like Ron feel
  safer in school in towns like Rons hometown? Is
  it better for gay, lesbian, asexual, transsexual
  or parents with these orientations to simply seek
  out more liberal schools for their children?
  Does your school district resemble Lakeville or
  his new arts high school in Minneapolis? How can
  teachers help such students feel valued and safe
  in the classroom where the school culture is not
  there to support them?

• Tracking, Grouping and Dis-Ability in the
  Classroom. Read the article, Into the
  Mainstream. What are the unique challenges and
  rewards of integrating kids labeled disabled
  into mainstream classrooms? How can these
  observations be applied to ideas regarding
  tracking of non-disabled students and grouping by
  ability in the classroom? Provide an example from
  your own experience or suggest ways you could
  work with students with a wide range of abilities
  to feel more integrated in the classroom setting.

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• EDU 639 Week 6 DQ 1Affirming Diversity within the
  Community

• EDU 639 Week 6 DQ 2 Becoming a Multicultural
  Educator

• Affirming Diversity within the Community.
  Identify factors that can help you build
  successful bridges between the educational
  setting and the community. Describe how these may
  impact the community and school setting. What are
  the community resources and social services in
  your area which encourage parent and community
  involvement in the school?

• Becoming a Multicultural Educator. How do you
  intend to expand your horizons to become a
  multicultural person who helps students add new
  cultural ideas to their experience? How can you
  help students learn more about their own culture
  and incorporate what they already know into their
  learning? Respond to at least two of your
  classmates postings in a thoughtful and
  substantive manner

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• EDU 639 Week 6 Final Paper

• EDU 639 Week 6 Final Paper
• Business - General Business
• The Final Paper will require you to describe your
  community demographics and predict the type of
  diversity you might expect to find in your
  classroom. You will then identify at least three
  (3) cases which represent some of the different
  groups found in your community.

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• EDU 305 Week 5 Individual Assignment Classroom Obs

• EDU 305 Week 5 Individual Assignment Middle School

• Individual Assignment Classroom Observation and
  Teacher Interview Paper
• Resource University of Phoenix Material Sample
  Interview Questions
• Select a site for observing and interviewing an
  elementary or middle school teacher in a grade
  level of your choice. A school setting would be
  ideal for this assignment. If, however, a school
  classroom is unavailable, you may choose any
  educational setting for children.

• Individual Assignment Middle School
• Expand on the school design you have worked on in
  the past 2 weeks to include adolescents.

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• EDU 305 Week 5 Learning Team Assignment Media Infl

• Learning Team Assignment Media Influence
• Conduct a study of media messages that target
  early adolescents. Observe stores, window
  displays, and notice billboards review popular
  magazines in supermarkets, bookstores, and
  drugstores analyze primetime television programs
  and commercials, major motion pictures that are
  PG-13 rated, and listen to music on popular radio
  stations.

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