[Solved] Safford Chapter 10 Developing
[Solved] Safford Chapter 10 Developing
- Read this chapter:
Cushner, McLelland, Safford Chapter 10 Developing Gender Inclusive Schools and Classrooms.pdfDownload Cushner, McLelland, Safford Chapter 10 Developing Gender Inclusive Schools and Classrooms.pdf
Design and submit one thought-provoking question to stimulate group discussion. Demonstrate evidence that you have completed the reading by briefly describing your understanding of the author’s assertions.
- Read this chapter:
Cushner, McLelland, Safford Chapter 13 Social Stratification.pdfDownload Cushner, McLelland, Safford Chapter 13 Social Stratification.pdf
Design and submit one thought-provoking question to stimulate group discussion. Demonstrate evidence that you have completed the reading by briefly describing your understanding of the author’s assertions.
These are the examples given to me by the professor, you may refer to them.
Hello Zelun, By Monday, October 9, please elaborate more on your understanding of the author’s assertions. I am looking for evidence that you read the chapter. Here is an example: In Chapter 10 on “Developing Gender Inclusive Schools and Classrooms,” Cushner, McClelland, and Safford discuss the importance of implementing gender-inclusive classrooms in order to create safe spaces for students of different backgrounds and identities. Furthermore, the authors introduce certain strategies that may help teachers, parents, and other figures of authority in childrens’ lives to be able to hold space and acceptance as children discover who they are. Given that the socialization of gender and the adoption of gender roles take place early in a child’s development, the authors argue that schools act as a socializing agent for representing such gender roles. Therefore, schools should be more open towards working to deconstruct the gender binary and form alliances that are more inclusive of the diverse student population. In this chapter discussing gender inclusivity in the classroom, how do you think parents play a role in how their children are socialized to perform their gender? In other words, do you believe a schools’ gender inclusivity efforts have more influence on a child’s understanding of gender roles, or do you believe gender socialization happening at home has more of an impact? Why?
Hello Zelun, Please revise your response to demonstrate that you read the chapter. Here is an example of a successful submission. Chapter 13 Discussion Question In Chapter 13 on “Social Stratification” Cushner, McClelland, and Safford assert that social class and status affect the outcomes of student assessments and the quality of teaching and learning at large. The authors argue that teachers—regardless of their own social class and background—are most effective at teaching students of diverse social classes and statuses when they intentionally utilize multicultural ways of thinking and acting. Additionally, the authors note that the assessment of students needs to be altered using more flexible approaches and understanding of students’ diverse backgrounds and social classes. Do you think that giving students in the same grade the same assessment is fair even though they vary in social class and may have different learning styles? What are some ways that the assessments of students could be personalized in order to test students fairly based on their social mobility?
