Allen, B., & Boykin, A. (1991). The influence of contextual factors on Afro-American and Euro-American children's performance: Effects of movement opportunity and music. International Journal of Psychology 26, 373–387.
Bennett, K.P., & LeCompte, M.D. (1990). The way schools work. New York: Longman.
Blair, L. (2003). Changing our attitude toward mathematics and science to improve achievement. SEDL Letter XV(1), 2, 28.
Borsuk, A. J. (October 6, 2003). Bottom line for math students: Good teaching is what counts. Milwaukee Journal Sentinel, p. 8A.
Boykin, A W. (1994). Harvesting culture and talent: African-American children and educational reform. In R. Rossi (Ed.), Educational reform and at-risk students. New York: Teachers College Press.
Brewton, C. C. (2004). Personal guiding frameworks and equity teaching practices. The Science Teacher 71(2), 12.
Camphire, G. (2003). State efforts push to leave no child behind in mathematics and science. SEDL Letter XV(1), 7–11.
Cazden, C. B., John, V. P., & Hymes, D. (Eds.). (1972). Functions of language in the classrooms. New York: Teachers College Press.
Center for Research on Education Diversity and Excellence. (2004). Five standards CD-ROM series suggestions for use. CREDE's Talking leaves, 8(1), 3.
Century, J. (1994). Why do we care? How do we make the education system better? Making sense of the literature on equity in education. Draft one: " … A Think Piece…" Newton, MA: Educational Development Center, Statewide Systemic Initiative Equity Leadership Institute.
Chapman, A. (1994). Language, science teaching and the bilingual learner. In S. Thorp, P. Deshpande, & C. Edwards (Eds.), Race, equality and science teaching: A handbook for teachers and educators (pp. 139–150). The United Kingdom: Association for Science Education.
Cogan, L. S., Schmidt, W. H., & Wiley, D. E. (2002). Who takes what math and in which tracks? Using TIMSS to characterize U.S. students' eighth grade mathematics learning opportunities. Unpublished paper.
Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. C., & York, R. I. (1966). Equality of educational opportunity. Washington, DC: Government Printing Office.
College Board. (1999). Reaching the top: A report of the national task force on minority high achievement. New York: Author.
Comer, J. P. (1988). Educating poor minority children. Scientific American 259(5), 42–48.
Crawford, J. (1995). Bilingual education: History, politics, theory and practice (3rd ed.). Los Angeles: Bilingual Educational Services.
Cummings, F. (n.d.). Mathematics and science for all: Can standards make a difference? The common denominator 6(1), 1–3.
Delpit, L. (1986). Skills and other dilemmas of a progressive black educator. Harvard Educational Review 56(4), 379–385.
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review 58(3), 280–298.
Dierking, L. D., Falk, J. H., Hall, R. L., & Schaverien, L. (2001). Families' engagement with young children's science and technology learning at home. Science education 85(4), 454–481.
The Education Trust. (2004). Improving achievement and closing gaps between groups: Fifty years after Brown Symposium. Presented by Kati Haycock at University of Pittsburgh, May 7, 2004.
Florida Department of Education, Office of School Improvement. (2004). Strategies that enhance setting high expectations for all students. "Ride the Wave" to Success in the Classroom. Retrieved November 29, 2004, from http://osi.fsu.edu/waveseries/wave5.pdf (Adobe® Reader® PDF 45 KB) and http://osi.fsu.edu/waveseries/index.html
Floyd, B. P. (1996). Program in Afro-American studies explores the racial gap in access to technology. Chronicle of Higher Education 20, A19–A20.
Fordham, S. (1988). Racelessness as a factor in Black students' school success. Harvard Educational Review 58(1), 54–84.
Fordham, S., & Ogbu, J. (1986). Black students' school success: Coping with the burden of acting white. Urban Review 18, 176–206.
Franklin, J. (2003). Unlocking mathematics for minority students. Curriculum update. Retrieved November 29, 2004.
Fullilove, R.E., & Treisman, P. U. (1990). Mathematics achievement among African-American undergraduates at the University of California, Berkeley: An evaluation of the math workshop program. Journal of Negro Education 59(3), 463–478.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Gingerich, D. (2004, Spring/Summer). The special education challenge. RBS Currents VII(2), 2–3. Philadelphia, PA: Research for Better Schools. Retrieved November 1, 2004, from http://www.rbs.org/currents/0702/special_ed_challenge.shtml
Goldstein, B. (1967). Low-income youth in urban areas: A critical review of the literature. New York: Holt, Rinehart, and Winston.
Gordon, D. T. (2002, January/February). Curriculum access in the digital age. Harvard Education Letter: Research Online. Retrieved December 1, 2004, from http://www.edletter.org/past/issues/2002-jf/digitalage.shtml
Hill, J. (n.d.-a). An equation for equity. Retrieved November 29, 2004, from http://www.mste.uiuc.edu/hill/papers/equation.html
Hill, J. (n.d.-b). Equity vs. equality? Retrieved November 29, 2004, from http://www.mste.uiuc.edu/hill/papers/equity.html
Hill, J. (n.d.-c). Mathematics for all? Retrieved November 29, 2004, from http://www.mste.uiuc.edu/hill/papers/math4all.html
Hilliard, A. G. (1976). Alternatives to IQ testing: An approach to the assessment of gifted "minority" children. (Final Report to the Special Education Support Unit). Sacramento: California State Department of Education. (ERIC Document Reproduction Service No. ED147009)
Hilliard, A. G. (1991). Do we have the will to educate all children? Educational Leadership 49(1), 31–36.
Hoffman, K. M., & Stage, E. K. (1993). Science for all: Getting it right for the 21st century. Educational Leadership 50(5 ), 27–31. Retrieved December 7, 2004, from http://www.enc.org/professional/learn/research/journal/science/document.shtm?input=ENC-002390-2390
Hoyle, P. (1994). Language, learning and equality. In S. Thorp, P. Deshpande, and C. Edwards (Eds.). Race, equality and science learning: A handbook for teachers and educators (pp. 151–156). The United Kingdom: The Association for Science Education.
Hurn, C. (1992). The limits and possibilities of schooling: The introduction to the sociology of education (3rd ed.). Boston: Allyn and Bacon.
Hyron, S., & Sulzby, E. (1994). African-American kindergarteners' spoken narratives: Topic associating and topic centered styles. Linguistics and Education 6(2), 121–152.
Irvine, J. J. (1995). Critical knowledge for diverse teachers and learners. Washington, DC: American Association of colleges for Teacher Education.
Jarrett, D. (1999a). The inclusive classroom: Teaching mathematics and science to English-language learners. It's Just Good Teaching Series. Portland, OR: Northwest Regional Educational Laboratory.
Jarrett, D. (1999b). The inclusive classroom: Mathematics and science instruction for students with learning disabilities. It's Just Good Teaching Series. Portland, OR: Northwest Regional Educational Laboratory.
Jencks, C. (1972). Inequality: A reassessment of the effect of family and schooling in America. New York: Basic Books.
Jones, V. (1994). Equity 2000: What it takes: Creating a Supportive Climate for Implementation. New York: The College Board.
Kang, H., & Pham, K. T. (1995). From 1 to Z: Integrating math and language learning. Paper presented at the 29th annual meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA. (ERIC Document Reproduction Service No. ED404166)
Keller, B. (2003). States claim teachers are 'qualified.' Education Week, 23(9), 1, 16.
Knapp, M. S., & Woolverton, S. (1995). Social class and schooling. In J. Banks, & C. Banks (Eds.). Handbook of Research on Multicultural Education (pp. 656–681). New York: Macmillian Publishers.
Kober, N. (1991). EDTALK: What we know about mathematics teaching and learning. Washington, DC: Council for Educational Development and Research.
Kostelecky, J. (1992). The will and the way to educate. Technos, 1(2), 11–14.
Krueger, A., & Sutton, J. (Eds.). (2001). EDThoughts: What we know about science teaching and learning. Aurora, CO: Mid-continent Research for Education and Learning.
Ladson-Billings, G. (1992). Liberatory consequences of literacy consequences of literacy: A case of culturally relevant instruction for African-American students. Journal of Negro Education 61(3), 378–391.
Latham, A. S. (1998). The advantages of bilingualism. Educational Leadership, 56(3), 79–80.
Lee, C. D. (2000a). The state of research on Black education. (Invited paper.) Washington, DC: American Educational Research Association, Commission on Black Education.
Lee, C. D. (2000b). Signifying in the zone of proximal development. In C. D. Lee & P. Smagorinsky (Eds.). Vygotskian perspectives on literacy research. New York: Cambridge University Press.
Lee, C. D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal 38(1), 97–142.
Lee, O., & Avalos, M. (2003). Integrating science with English language development. SEDL Letter XV(1), 21–27.
Lee, O., & Fradd, S. H. (1996, November). Literacy skills in science learning among linguistically diverse students. Science Education 80(6), 651–671.
Lee, S. V. (n.d.). The mathematics of inclusion. The common denominator 6(1), 4–5.
Leikin, R., & Zaslavsky, O. (1999). Cooperative learning in mathematics. The Mathematics Teacher, 92(3), 240–246.
Levin, I. (1988). Accelerated schools for at-risk students. (CPRE Research Report Series RR-010). New Brunswick, NJ: Rutgers University, Center for Policy Research in Education.
López del Bosque, R. (2000). Parent leaders in schools. Intercultural Development Research Association newsletter. Retrieved December 1, 2004, from http://www.idra.org/Newslttr/2000/Jan/Rogelio.htm#Art3
Massachusetts Department of Education. (2000). Report of 1999 Massachusetts Department and local school district MCAS results by race/ethnicity. Boston: Author.
Mayeske, G. W., Wisler, D. E., Beaton, A. E., Weinfield, F. D., Cohen, W. M., Okada, T. Proshed, J. M., & Tabler, K. A. (1972). A study of our nations' schools. Washington DC: Government Printing Office.
Minicucci, C. (1996). Learning science and English: How school reform advances scientific learning for limited English proficient middle school students. Educational practice report 17. National Center for Research on Cultural Diversity and Second Language Learning. Retrieved December 2, 2004, from http://www.ncela.gwu.edu/pubs/ncrcdsll/epr17.htm
Minority Student Achievement Network. (2002). New study challenges notions about African American and Hispanic Students' Achievement. Retrieved November 29, 2004, from http://www.msanetwork.org/pub/winter03.pdf (Adobe Reader PDF 39 KB)
Moses, R. P., & Cobb, C. (2001). Radical equations: Math literacy and civil rights. New York: Beacon Press.
Murphy, N. (1996). Multicultural mathematics and science: Effective K–12 practices for equity. ERIC Digest. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. ED402146.
National Center for Education Statistics. (2001a). National mathematics achievement-level results: by race/ethnicity for Grade 12: 1990–2000. Retrieved November 1, 2004, from http://nces.ed.gov/nationsreportcard/mathematics/results/natachieve-g12RE.asp
National Center for Education Statistics. (2001b). Racial/ethnic gaps in average mathematics scores, Grades 4, 8, and 12: 1990–2000. Retrieved November 1, 2004, from http://nces.ed.gov/nationsreportcard/mathematics/results/scale-ethnic-compare.asp
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
National Research Council. (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
National Science Foundation. (1999). Women, minorities and persons with disabilities in science and engineering: 1998. Arlington, VA: Author. (NSF99-338).
National Science Teachers Association. (2003–04). National Science Teachers Association handbook 2003–2004. Arlington, VA: Author.
Natriello, G., McDill, E. L., & Pallas, A. M. (1990). Schooling disadvantaged children: Racing against catastrophe. New York: Teachers College Press.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002). Retrieved November 29, 2004, from http://www.ed.gov/legislation/ESEA02/
North Central Regional Educational Laboratory. (n.d.-a). 21st Century skills: Visual literacy. enGauge Web site. Retrieved November 29, 2004, from http://www.ncrel.org/engauge/skills/vislit.htm
North Central Regional Educational Laboratory. (n.d.-b). 21st Century skills: The enGauge 21st Century skills. enGauge Web site. Retrieved November 30, 2004, from http://www.ncrel.org/engauge/skills/skill21.htm
North Central Regional Educational Laboratory. (n.d.-c). Digital age equity. enGauge Web site. Retrieved November 30, 2004, from http://www.ncrel.org/engauge/framewk/equ/equin.htm
North Central Regional Educational Laboratory. (n.d.-d). 21st Century skills: Technological literacy. enGauge Web site. Retrieved November 29, 2004, from http://www.ncrel.org/engauge/skills/techlit.htm
Ogbu, J. (1986). The consequences of the American caste system. In U. Neisser (Ed.), The school achievement of minority children: New perspectives (pp.19–56). Hillsdale, NJ: Erlbaum.
Ogbu, J. (1987). Opportunity structure, cultural boundaries, and literacy. In J, Langer (Ed.), Language, literacy and culture (pp. 149–177). Norwood, NJ: Ablex.
Ogbu, J. (2003). Black American students in an affluent suburb: A study of academic disengagement. New Jersey: Erlbaum Associates.
Olson, L. (2004). Enveloping expectations. Education Week XXIII (17), 8–20.
O'Neill, L. M. (2001). Thinking Readers: Helping students take charge of their learning. The Exceptional Parent Magazine, 31(6), 32-35.
O'Neill, L. M., & Dalton, B. (2002). Thinking Readers part II: Supporting beginning reading in children with cognitive disabilities through technology. Retrieved December 1, 2004, from http://www.cast.org/udl/index.cfm?i=2995
Park, C. C., & Chi, M. (1999). Asian American education: Prospects and challenges. Westport, CT: Bergin & Garvey.
Parks, S. (1999). Reducing the effects of racism in schools. Educational Leadership 56(7).
Persell, C. H. (1977). Education and inequality: The roots and results of stratification in America's schools. New York: Free Press.
Persell, C. H. (1993). Social class and educational equality. In J. Banks and C. A. Banks (Eds.), Multicultural education: Issues and perspectives (2nd ed., pp.71–89). Boston: Allyn and Bacon.
Powell, M. J. (1994). Equity in the reform of mathematics and science education: A look at issues and solutions. M. Boethel (Ed.). Austin, TX: Southwest Educational Development Laboratory and Southwest Consortium for the Improvement of Mathematics and Science Teaching.
Pressley, M., & McCormick, C. B. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York, NY: Harper Collins College.
Rooney, A. (2004). The English language learners challenge. Research for Better Schools RBS Currents, VII(2), 4.
Roy, F. M. (2000). Technology and equity: A consistent vision for school mathematics? In W. Secada (Ed.), Changing the faces of mathematics: Perspectives on multiculturalism and gender equity (pp. 37–46). Reston, MA: National Council of Teachers of Mathematics.
Secada, W. G. (2001, May). Teaching mathematics to dual-language students. Paper presented at the conference, Education of language minorities: The teaching of language and mathematics at Aristotle University of Thessaloniki, Greece.
Secada, W. G., & De La Cruz, Y. (1996). Teaching mathematics for understanding to bilingual students. In J. L. Flores (Ed.), Children of la frontera: Binational efforts to serve Mexican migrant and immigrant students (pp. 3–25). Charleston, WV: ERIC Clearinghouse on Rural Education and Small School. (ERIC Document Reproduction Service No. ED393646)
Sizemore, B. (1988). The Madison elementary school: A turnaround case. Journal of Negro Education 57(3), 243–266.
Slavin, R. (1977). Students team learning techniques: Narrowing the achievement gap. (Report No. 228). Baltimore, MD: John Hopkins University, Center for Social Organization of Schools.
Snow, C. E. (1990). The development of definitional skill. Journal of Child Language 17(3), 697–710.
Snyder, T. D., & Hoffman, C. M. (2000). Digest of education statistics 1999. Washington, DC: U.S. Department of Education National Center of Educational Statistics. (NCES 2000-031)
Stiff, L.V. (n.d.). The mathematics of inclusion. The Common Denominator 6(1), 4–5. Retrieved December 22, 2004, from http://www.serve.org/Eisenhower/publications/equityCD.pdf. (Adobe Reader PDF 4.2 MB)
Solomon, R. P. (1992). Black resistance in high school. Albany: State University of New York Press.Soto, L. D. (1997). Language, culture, and power: Bilingual families and the struggle for quality education. Albany, NY: State University of New York Press.
Southwest Consortium for the Improvement of Mathematics and Science Teaching. (n.d.). Promoting diversity, valuing difference. Classroom compass. Austin, TX: Southwest Educational Development Laboratory. Retrieved November 1, 2004, from http://www.sedl.org/scimath/compass/03-2002/index.html
Sutton, J., & Krueger, A. (Eds.). (2002). EDThoughts: What we know about mathematics teaching and learning. Aurora, CO: Mid-continent Research for Education and Learning.
Sutton, R. E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research 61(4), 475-503.
Suzuki, B (2002). Revisiting the model minority stereotype: Implications for student affairs practices and higher education. New Directions for Student Services 97, 21–32.
Swick, K. J., Boutte, G., & van Scoy, I. (1995). Family involvement in early multicultural learning. ERIC Digest. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. ED3800240. Retrieved December 1, 2004, from http://www.ericdigests.org/1996-1/family.htm
Task Force on Women, Minorities, and the Handicapped in Science and Technology. (1989). Changing America: The new face of science and engineering. Washington, DC: The National Science Foundation.
Tharp, R. (2004). Only teachers using diversity pedagogy can be "highly qualified." Center for Research on Education Diversity and Excellence. Talking Leaves, 8(1), 1, 7.
Tikunoff, W. J. (1985). Applying significant bilingual instructional features in the classroom. Arlington, VA: National Clearinghouse for Bilingual Education.
Tomás Rivera Policy Institute. (2002). Latinos and information technology: The promise and the challenge. Prepared for the IBM Hispanic Digital Divide Task Force. Claremont, CA: Author.
Tomlinson, C. A. (2004, March). Balancing equity and excellence: Understanding the impact of educational decisions. Presentation given at the 2004 NCREL Annual Conference, Naperville, IL.
Torres-Guzman, M. E. (1992). Stories of hope in the midst of despair: Culturally responsive education for Latino students in an alternative high school in New York City. In Marietta Saravia-Shore and Steven F. Arvizu, (Eds.), Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms. New York: Garland.
U. S. Department of Education. (n.d.). New No Child Left Behind flexibility: Highly qualified teachers. Fact Sheet. Retrieved November 29, 2004, from http://www.ed.gov/nclb/methods/teachers/hqtflexibility.pdf (Adobe Reader PDF 60 KB)
Walker, C. L. (1987). Hispanic achievement: Old views and new perspectives. In H. Trueba (Ed.), Success or failure: Learning and the language minority student (pp.15–32). Cambridge, MA: Newbury House.
Wallace, J. (1997). Profile of an equitable mathematics and science classroom and teacher. Columbia Education Center. Retrieved November 30, 2004, from http://www.col-ed.org/smcnws/equity/profile.html
Wilcox, K. (1982). Differential socialization in the classroom: Implications for equal opportunity. In G. Spindler (Ed.), Doing the ethnography of schooling: Educational anthropology in action (pp. 268–309). New York: Holt, Rinehart, & Winston.
Yerrick, R. K., & Ross, D. L. (2001, July/August). I read, I learn, iMovie: Strategies for developing literacy in the context of inquiry-based science instruction. Reading Online, 5(1). Retrieved November 30, 2004, from http://www.readingonline.org/articles/art_index.asp?HREF=/articles/yerrick/index.html
Return to "Remembering the Child: On Equity and Inclusion in Mathematics and Science Classrooms."
 |
