Graduate School Projects Videos About Us
About High Tech High
High Tech High began in 2000 as a single charter high school launched by a coalition of San Diego
business leaders and educators. It has evolved
Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in
America (1st ed.). New York: Crown Publishers.
5. Mayo, C. (2014). LGBTQ youth and education: Policies and practices. New York: Teachers
College Press, Columbia Univer
Another communication technique important
to doing culturally responsive teaching is understanding different ethnic groups patterns of task
engagement and organizing ideas. In school, students are taught to be very direct, precise, deductive, and linear i
of the evaluations and attach their fieldwork log. The log will be turned in with both the midterm evaluation and with the final evaluation.
Placement Form (5 points)
Mid-Term Evaluation (5 points) and Mid-Term Fieldwork Log
sive forms and substance are strongly influenced by cultural socialization. Teachers need to
be able to decipher these codes to teach ethnically diverse students more effectively.
As is the case with any cultural component,
characteristics of ethnic commu
ing and learning; and the bounds are the reciprocity involved in students working with each
other and with teachers as partners to improve
their achievement. Thus, teachers need to understand that culturally responsive caring is action
oriented in that it
Turning in Assignments 3-6
Most assignments will be turned in to smartsite under the assignment category. Some
assignments will be due in class in hard copy. Three assignments require you to discuss and
present in front of classmates for a grade, therefor
Field placements are designed to:
1. To help our students understand the role of teachers
2. To help our students understand the experiences of students
3. To help our students understand school as a system
4. To help our students understand the social an
across ethnic groups and that they are accurate
extensions of what is taught through the formal
curriculum. For example, lessons of leadership,
power, and authority taught through images
should include males and females and expressive indicators of these
Whos in the room?
Who is from Northern California?
Who is from Southern California?
Who is from out of state?
Who is an international student?
Where are the Freshmen? Sophomores? Juniors? Seniors?
Who will graduate at the end of this quarter?
Who is inter
Courses certified for oral literacy will require at least two 3-5 minute oral presentations, with or
without visual supporting materials. Students must receive clear, written guidelines for
completing each assignment and they must receive feedback on thei
quality information available about multicultural education. It just has to be located, learned,
and woven into the preparation programs of
teachers and classroom instruction. This can be
accomplished, in part, by all prospective teachers taking courses o
inconsistent with preparing for culturally responsive teaching, which argues that explicit knowledge about cultural diversity is imperative to
meeting the educational needs of ethnically diverse
Part of this knowledge includes understanding the
UC Davis strives to ensure the accessibility of programs, classes, and services to students with
disabilities. Reasonable accommodations can be arranged for students with various types of
disabilities, such as documented learning disabil
misconceptions and controversies surrounding
learning styles. Some might be resolved by understanding that learning styles are how individuals engage in the process of learning, not their
intellectual abilities. Like all cultural phenomena, they are compl
Adapt to all students needs
Resources for academic achievement
Proper funding and resources
Resources for students/families
Accepting to diversity
Pipeline to college not prison
Curriculum for all students
What have we achieved? (Slide 2)
Percent of TCN students who score Proficient and Advanced
on the California State Test (CST) over time
A Small, Public, College-Prep Elementary School
in the Oakland Unified School District
Vision: All Think College Now students will have the tools to
choose their lifes path and desired occupation with an equitable
opportunity to attend college and pursue
EDUCATION 100: Introduction to Schools
Spring Quarter 2016-Tuesdays/Thursdays 9:00am-10:20am
Instructor: Danny C. Martinez, Ph.D.
Assistant Professor, SOE
School of Education (SOE) 135
Office hours for i
Journal of Teacher Education, Vol. 53, No. 2, March/April 2002
2001 AACTE OUTSTANDING WRITING AWARD RECIPIENT
Editors Note: This article draws from Geneva Gays recent book, Culturally Responsive
Teaching: Theory, Research, and Practice, which received the
Who is in our
What are the
Winn, M. T., & Behizadeh, N.
(2011). The Right to Be Literate
Literacy, Education, and the Schoolto-Prison Pipeline. Review of
Research in Education,
Bruce J. Biddle and David C.
Berliner. (2002). What Research
Unequal Funding for Schools in
America. Policy Report, Arizona
Moll, L. C., Amanti, C., Neff, D., &
Who are good
Lareau, A. Question and Answers:
Annette Lareau, Unequal
Childhoods: Class, Race, and Family
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life:
Teaching, learning, and schooling in social context. Cambridge, UK: Cambridge University Press.
Wade, R. C. (1993). Content analysis of social studies textbooks: A review of ten years of researc
Foster, M. (1995). African American teachers and culturally relevant pedagogy. In J. A. Banks & C.A.M. Banks
(Eds.), Handbook of research on multicultural education
(pp. 570-581). New York: Macmillan.
Foster, M. (1997). Black teachers on teaching. New Yor
Gay, G. (2002). Preparing for
culturally responsive teaching.
Journal of Teacher EducationWashington D.C., 53(2), 106-116.
Valenzuela, A. (2005). Subtractive,
Caring Relations, and Social Capital
in the School
What is good
T April 5
R April 7
Who is a good
Korte, G. The Every Student
Succeeds Act vs. No Child Left
Behind: What's changed?. USA
*Reading may be updated through out the quarter*
What is a
In class readings
Oakes, J., Hunter Quartz, K., Ryan,
S. & Li
riences, and perspectives into classroom teaching
can be extracted from the work of these and
other scholars. They are valuable models and
incentives for doing culturally responsive teaching and should be a routine part of teacher preparation programs.