| 4:20-4:30 |
Quick questions and quandaries. Announcements:
-
Come prepared to present next week. Teams
will be randomly selected to present – six will present next week and six
the following week.Don’t forget to read the requirements in the syllabus
CAREFULLY. Come to office hours if you have questions.
-
Your INDIVIDUALLY written paper is due on
October 4. Papers are due at the start of class. Late papers will not be
accepted.
|
| 4:30-5:00 |
Initial presentation on disproportionate
representation |
| 5:00-5:30 |
Small
group activity #1:
-
Bring this worksheet
to class.
-
Print these handouts
-- you will use them to complete the worksheet (you will also need them
for your mid-term).
-
If you have a calculator,
please bring it to class -- it will be helpful in completing the worksheet.
Note: The handout contains
data tables from OSEP's 26th Annual Report to Congress. |
| 5:30-5:40 |
Quick
write and Break |
| 5:40-5:50 |
Whole group discussion on the
reasons for disproportionate respresentation |
| 5:50-6:20 |
Small group activity #2:
-
Consider the Harry, Klingner, and Hart (2005)
reading in small groups and answer these questions:
-
What was the purpose of the research?
-
What kind of data did they collect and how
did they collect it?
-
What did they find?
-
What was the most important thing that you
learned from this article?
|
| 6:20-6:45 |
Whole group discussion of the impact of
negative sterotypes on the education of students from stigmatized groups.
This discussion will be based on your reading of Griego-Jones and Fuller
(2003) and Harry, Klingner, and Hart (2005). |
| 6:45-6:50 |
Minute
paper |