References

Post your references here: either attach the word document/pdf (by attaching file), insert web address, or citation.

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 * UDL Research Reference Website ***
 * @http://www.udlcenter.org/research/researchevidence ||
 * Neuroscience Link about Differences:**

Sara
 * ELL Resources:**


 * The Value of Extended Learning Time for ELLs**

This is a report that reviews programs across the United States that have positively impacted Latino Youth. Key points/takeways are also summarized in the beginning of the document.
 * Programs that Work for Latino Youth:**

This article focuses on adolescent ELLs and the different best practices that are recommended for a classroom/school-wide level. []
 * Best Practices for Adolescent ELLs:**

This article has 10 principles for second language acquisition and suggests the idea of "self-access centers" in schools.
 * Principles of Instructed Second Language Acquisition:**


 * Ballantyne, K.G., Sanderman, A.R., Levy, J. (2008). //Educating English language learners: Building teacher capacity//. Washington, DC: National Clearinghouse for English Language Acquisition. Available at @http://www.ncela.gwu.edu/practice/mainstream_teachers.htm ) ||

** ( ** From @http://www.edweek.org/tsb/articles/2011/04/04/02ell.h04.html?tkn=QNNDzuwQxNzwzwyk8husWVG7%2F8M416EIJCLE&intc=es ) ||
 * ** Best Practices Recommended to Support the Learning of ELLs: **

Jenna

**ADDITIONAL RESOURCES I FOUND FOR THIS WEEK - NOV 6:**
 * Physical designs of schools: **

Gislason, N. (2010). Architectural Design and the Learning Environment: A Framework for School

Design Research. // Learning // // Environments Research, (13) // 2, 127-145.

Story, M.F., Mueller, J.L., & Mace, R.L. (1998). //The Universal Design File: Designing for People// // of All Ages and Abilities (Revised Edition). // Raleigh, NC: Center for Universal Design, NC State University.

CITEd. (2011). “Lessons Learned for Effective Technology Implementation.” @http://www.cited.org/index.aspx?page_id=206
 * Technology:**

Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. //Educational Technology Research and Development, 53// (4), 57–67.

**EXPLORING THE ARTS AS A STRATEGY FOR INCLUSION - OCT. 29:** Kinder, K. & Harland, J. (2004). The Arts and Social Inclusion: What’s the Evidence? //Support for// // Learning, 19( // 2), 52-56.

Nathan, L. (2008). Why the Arts Make Sense in Education. //Phi// //Delta Kappan, 90// (3), 177-181. @http://www.highbeam.com/doc/1G1-192996043.html


 * here is the full pdf - downloaded from JSTOR [[file:Why The Arts Make Sense in Education.pdf]]

Very Special Arts @http://www.vsarts.org

**UDL RESOURCES - OCT 23:** This is a quick video that summarizes UDL...a great introduction! http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
 * UDL at a Glance**

Here is the link to the UDL National Center, the website that we launched last year in an effort to support UDL implementation at the classroom level. You might just want to explore the site to get a better sense of the UDL framework: http://www.udlcenter.org/
 * UDL National Center website**

Within the UDL National Center, you will find a whole section on the UDL Guidelines. The Guidelines were launched in 2008 in a effort to provide educators with suggestions as to how they might implement UDL in their classrooms/schools. I think that this section will be the most important to us as we think about how we might design a school that works for all learners.
 * UDL Guidelines**



You can explore the guidelines online: @http://www.udlcenter.org/aboutudl/udlguidelines Or, you can read a hard copy:

Here is the "seminal" UDL article, "The Future is in the Margins," written by CAST co-founders by Anne Meyer and David Rose. David will hopefully be coming to speak to our class in a couple of weeks!
 * The Future is in the Margins**

Here is a journal article that provides empirical data showing that self-monitoring improves self-efficacy of learners.
 * Journal Article on Self-Monitoring**


 * Journal article about how technology can help scaffold the writing process**

Here's a link to other articles on the UDL National Center website if you want to explore! @http://www.udlcenter.org/resource_library/articles
 * More articles of interest**

Olsen, L. (2010). Reparable Harm: Fulfilling the unkept promise of educational opportunity for California’s long term English learners. Long Beach, CA: Californians Together. (pp. 1-4.) We just read the executive summary, and it was really helpful. But, here is the entire article. I know some of you are in Kay's class so you might have already read it. And, if you are not in Kay's class, I can give you copies if you would like! Sadowski, M. (2008) Chapter 7, Still in the shadows? In Adolescents at school, second ed. Cambridge, MA: Harvard Education Press. (pp. 117-135.) (Course Pack)
 * Here are the other articles from Kay Merseth's School Reform course that I mentioned on Monday:**
 * ELLs**
 * Sexuality**

Jon LD online is great website. If you click on the "especially for educators" tab, you will notice all of the top articles for teaching students with disabilities. There are also resources on how to differentiate instruction, assess, and use technology. For the purpose of this class, it may be best to focus on the technology articles. There is a link to CAST but I will summarize the SETT framework discussed in one of the articles.

http://www.ldonline.org/index.php

Video that provides information about Special Education and what it intended to do. It is geared towards parents but connections can be made about how to design a setting to meet the needs of learners. Special Education is "not just a curriculum but a process of determining what is appropriate for your child and then providing it in a meaningful way." http://www.youtube.com/watch?v=MCdR2vA1g20&feature=related

SEEL **WHAT MAKES A DIFFERENCE? INFLUENCES ON OUTCOMES FOR STUDENTS WITH DISABILITIES**

http://policyweb.sri.com/cehs/publications/seels-w1w3overview.pdf This report uses national data from elementary and middle school students. It addresses misconceptions people may have about the factors that affect student learning. Typed notes will follow but read only chapter 9 for a complete summary of the article.

Though you are probably already deep into your first drafts, this is an interesting chapter about how to address differences in the classroom. It is universal in that it can be applied to any subject. It also provided a ton of references that have proved to be helpful in the resources I am choosing to site in my paper. http://www.sig2.hawaii.edu/resources/briefings/topic7/downloads/articles/pdf/Article01.pdf

Jess **Multicultural Education (race, class, gender, sexuality):**

[|Clashes Pit Parents vs. Gay-Friendly Curriculums in Schools New York Times]

Computers, the media and multicultural education: seeking engagement and political literacy Paul R. Carra* and Brad J. Porfiliob

Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis

Centering Culture: teaching for critical sexual literacy using the sexual diversity wheel

THE GENDER ROLE PERCEPTIONS OF MALE STUDENTS AT A PRESTIGIOUS, SINGLE-GENDER, CATHOLIC HIGH SCHOOL

Transformative Pedagogy for Democracy and Social Justice

The Effect of Cultural Congruence and Higher Order Questioning on the Reading Enjoyment and Comprehension on Ethnic Minority Students

Making a Difference: How Teachers Can Positively Affect Racial Identity and Acceptance in America JONATHAN RYAN DAVIS

Mike

Gifted and Talented Resources:
“Psychological and Social Aspects of Educating Gifted Children” Terry Cross, Peabody Journal Of Education, Vol. 72, No. ¾, 180-200 (JSTOR)

“Preparing Teachers of the Gifted” by Arthur Cropley and John McCleod; International Review of Education 19586, pgs. 125-136 (JSTOR)

Comptencies Needed by Teachers of Gifted and Talented Students; National Association for Gifted Children; Approved 06/94; [|www.nagc.org] []

Gender Resources:
“High School Male and Female Learning-Style Difference in Diverse Nations,” Andrew Honigfeld and Rita Dunn, The Journal of Educational Research Vol. 96, No. 4, 195-206).

“The New Gender Gap: Why are so many boys floundering while so many girls are soaring?” Diane Connell, “Scholastic Instructor,” March 2004 []

"The Truth about Boys and Girls" This report argues that differences between genders are generally overblown, with the exception of low-income Black and Hispanic boys.Pay special attention to the section called "We Should Be Worried About Certain Subgroups of Boys." Also note statistics about boys being diagnosed with ADHD at a much higher rate than girls.

Link to research that makes strong claims about differences in learning between boys and girls []