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Diversity Education, 1st Edition

By Judy L. Lupart, Jac J. W. Andrews
Instructional Resources
Digital teaching aids may be available for this title. All instructor requests are reviewed by our team before the files are made accessible.
Soft Cover
656 pages
ISBN-10: 0176507353
ISBN-13: 9780176507350
Publisher: Top Hat
Edition: 1st

One of the many challenges facing educators and educators-in-training is to better understand and effectively address student diversity in their contemporary classrooms, schools, and communities. Diversity Education provides rich and comprehensive insights aimed at understanding and addressing students with varied backgrounds, identities, frames of reference, abilities, interests, and belief systems. The text presents conceptually grounded, empirically based, and practically proven ideas from some of Canada’s top academic researchers, and sets out to enrich educators’ ways of thinking regarding current diverse learning and developmental challenges.

Features

  • Diversity Education places a unique focus on all children in Canadian schools who represent different races, national or ethnic origins, colour, religion, sex, age, and various cognitive, social, emotional, learning, and behavioural abilities.
  • Case Studies in many of the chapters provide school-based examples of how concepts from the chapters have been realized in schools and classrooms throughout Canada.
  • In the concluding section to each chapter, entitled Reflections, Questions, and Resources, the authors reflect on the subject of the chapter, pose questions for the reader to consider, and present a listing of supplementary resources for readers to pursue.
  • By breaking the curriculum down by subject, and level, Diversity Education allows teachers to review the specific research and concepts that pertain to math, science, and literacy, making the learning experience more enriching for both the student and teacher.
  • In Research into Practice boxes, the authors discuss salient research studies that have implications for practice in schools and classrooms. The authors summarize the studies and describe how the findings from this research can be applied by teachers to diverse learners.
  • In Try This One boxes, the authors present practical ideas and examples for providing instruction to diverse learners in the classroom and for achieving teaching and learning excellence.
  • Diverse Voices boxes present the views of teachers, parents, students, administrators, or associated school personnel.

Table of Contents

  • Theme One: Setting the Context for Student Diversity
  • Chapter 1: Foundations, Principles, and Student Diversity
  • Chapter 2: Twenty-First-Century Learning and Student Diversity
  • Chapter 3: Social and Political Issues and Student Diversity
  • Chapter 4: Perspectives on Teaching and Student Diversity
  • Theme Two: Creating Schools that Support Student Diversity
  • Chapter 5: Educational Leadership, School Organization, and Student Diversity
  • Chapter 6: Teacher Education, Professional Development, and Student Diversity
  • Chapter 7: Educational Assessment and Student Diversity
  • Chapter 8: Program Planning and Student Diversity
  • Chapter 9: Consultation, Collaboration, Community Partnerships, and Student Diversity
  • Theme Three: Curriculum and Student Diversity
  • Chapter 10: Elementary Language and Literacy Education, and Student Diversity
  • Chapter 11: Elementary Science Instruction and Student Diversity
  • Chapter 12: Elementary Mathematics Instruction and Student Diversity
  • Chapter 13: Elementary Social Studies Instruction and Student Diversity
  • Chapter 14: Elementary Performing Arts and Student Diversity
  • Chapter 15: Secondary Language Instruction and Student Diversity
  • Chapter 16: Secondary Science Instruction and Student Diversity
  • Chapter 17: Secondary Mathematics Instruction and Student Diversity
  • Chapter 18: Secondary Social Studies Instruction and Student Diversity
  • Chapter 19: Secondary Performing Arts and Student Diversity
  • Appendix: Classroom Strategies for Students with Special Learning Needs

Author Information

Jac J. W. Andrews

Jac J.W. Andrews is Professor, Chair, and Director of Training of School and Applied Child Psychology in the Werklund School of Education at the University of Calgary. His current research interests are in the areas of childhood psychopathology, educational psychology, psychoeducational assessment and intervention, and diversity education. Jac has published many scientific articles in journals in these areas (e.g., Adolescence, Journal of Psychoeducational Assessment, British Journal of Educational Psychology, Journal of Learning Disabilities, Canadian Journal of School Psychology, Psychology, Exceptionality Education Canada, Training and Education in Professional Psychology, Canadian Journal of Counselling and Psychotherapy, Professional Psychology: Research and Practice, Journal of General Psychology, and Alberta Journal of Educational Research). He has also given more than 100 presentations to professional associations nationally and internationally (e.g., Canadian Psychological Association, Society for Research in Child Development, American Educational Research Association, World Federation on Adolescence) and has written, co-written, and edited many books related to these subjects, such as Exceptional Life Journeys: Stories of Childhood Disorder (2012), Principles of Educational Psychology (2006 and 2010), Handbook of Psychoeducational Assessment (2001), The Inclusive Classroom: Educating Exceptional Children (1993 and 2000), Enhancing Learning and Thinking (1990), Teaching Students with Diverse Needs: Elementary Classrooms (1996), and Teaching Students with Diverse Needs: Secondary Classrooms (1996). Jac has taught in public elementary and secondary schools and is certified as a teacher in Ontario, Saskatchewan, and Alberta. In addition to being a professor, he is also a registered psychologist in Alberta.

Judy L. Lupart

Judy L. Lupart was a Professor and Canada Research Chair in Special Education, beginning January 2003, in the Department of Educational Psychology at the University of Alberta. She was the Founding Director of the University of Calgary Centre for Gifted Education, and the Founding Editor of the journal Exceptionality Education International. Her research, publication, and teaching interests include inclusive education, student diversity, and school transformation; cognition, transfer, and educational applications; learning disabilities, giftedness, and at-risk learners; and girls, women, and achievement. Recent research projects include (1) Alberta student assessment study (Alberta Education), (2) characteristics of effective teaching practices in inclusive classroom (Social Sciences and Humanities Research Council), and (3) inclusive education in a regional Alberta school district (SSHRC).