Context:

This assignment was created for CI 3030: Learner Diversity in the Spring of 2007.  It was created under the instruction of Maria Lew. 

The Case Study was completed following a group cultural report.  The case study was performed at Forest Hill Elementary School in a second grade classroom.  

Impact:

The impact of this assignment is not directly to students, but rather comes from teacher reflection based on the student observed.  The impact comes from learning new things through the interview process and observation, then implementing them into the classroom.  The things to be learned from the assignment are that not all students learn in the same manner, and many times this is based on their culture or the background from which they come. 

Alignment:

Standard 14, Indicator 1: Teachers understand and respect that families and communities have diverse attitudes about the educational process.

• This standard is met first through the culture report.  The report includes information of diverse families and draws attention to the interaction of them with the community.  The standard is also met through the interview and observation.

Standard 14,  Indicator 4: Teachers explore multiple viewpoints and respect values consistent with a democratic community by recognizing and valuing the family roles in educating children of diversity. 

• This standard was met through the completion of the cultural report.  Each group and culture studied was part of a comprehensive study of how to educate the children discussed in each diverse setting.

Standard 14, Indicator 5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials. 

Standard 14, Indicator 6: Teachers search for more effective means of educating all students in creating effective instructional goals, methods, materials, and skills that match the diversity of students. 

• This was met by the inclusion of lesson ideas in the cultural report.

Standard 4, Indicator 4: Teachers have knowledge of and appreciation for multicultural children’s literature. Teachers select appropriate literature that is free from racist and sexist bias. 

• Included in the Cultural Report are selected children's books for reading in a certain content area.

Standard 16, Indicator 8: Teachers research and learn to apply best practices in elementary education and participate in the dissemination of those ideas.